Term
An employee is training to assemble pizza boxes for delivery. They assemble 50 boxes in the allotted time each morning but need to assemble 300. This is an example of which problem with behavior?
skill deficit
performance issue |
|
Definition
performance issue
A skill deficit is a problem with behavior because they cannot do the behavior, either that they cannot do the skill at all, they do the skill but cannot do it independently, or they do the skill but cannot initiate engaging in the skill. A performance problem on the other hand is a problem with behavior because they CAN perform the behavior, but just will not do it well enough, to the point of fluency, or not frequently enough. In this example, the employee can do the behavior of assembling boxes but just does not do it with fluency. |
|
|
Term
Which would be an example of a problem with stimulus control?
a student writes their name clearly, but only at home
a student cannot write their name clearly
a student writes their name clearly, but writes on the wall |
|
Definition
a student writes their name clearly, but writes on the wall
A student who writes their name clearly but writes on the wall is a stimulus control issue because they are engaging in the behavior of clearly writing but doing it at the wrong place—the wall when they should be doing it on a piece of paper for example. Other problems include skill deficits where they cannot do the behavior at all, performance problems where they can do it but will not do it regularly, problems with generality where they engage in the behavior but only under limited circumstances, etc. |
|
|
Term
Which would be an example of a problem with generality?
a student writes their name clearly, but only at home
a student cannot write their name clearly
a student who can write their name clearly but only does it sometimes |
|
Definition
a student writes their name clearly, but only at home
A student who writes their name clearly but only at home is a problem with generality because they are engaging in the behavior of clearly writing but doing it only under limited circumstances—only writing their name at home when they should be able to write it in any setting. Other problems include skill deficits where they cannot do the behavior at all, performance problems where they can do it but will not do it regularly, problems with stimulus control where they engage in the behavior but at the wrong time or place, etc. |
|
|
Term
A student requests attention appropriately at home but does not do so at school. This could be best conceptualized as a(n):
a stimulus control problem
problem with generality
behavioral excess |
|
Definition
problem with generality
If requesting attention appropriately is the target skill, then a student who does this at home appropriately but does not do so at school is having a problem with generality because they are engaging in the behavior but only under limited circumstances—they appropriately request at home but should also be doing it at school. This is not a problem with stimulus control because there is no indication that the student is engaging in appropriate requesting at the wrong time or place. This is not a behavior excess because there is no indication that the student is requesting appropriately too much—they should be engaging in it more in the school setting. |
|
|
Term
Which would be an example of a problem with stimulus control?
a student writes their name clearly, but only at home
a student cannot write their name clearly
a student writes their name clearly, but writes on the wall |
|
Definition
a student writes their name clearly, but writes on the wall
A student who writes their name clearly but writes on the wall is a stimulus control issue because they are engaging in the behavior of clearly writing but doing it at the wrong place—the wall when they should be doing it on a piece of paper for example. Other problems include skill deficits where they cannot do the behavior at all, performance problems where they can do it but will not do it regularly, problems with generality where they engage in the behavior but only under limited circumstances, etc. |
|
|
Term
Which would be an example of a problem with generality?
a student writes their name clearly, but only at home
a student cannot write their name clearly
a student who can write their name clearly but only does it sometimes |
|
Definition
a student writes their name clearly, but only at home
A student who writes their name clearly but only at home is a problem with generality because they are engaging in the behavior of clearly writing but doing it only under limited circumstances—only writing their name at home when they should be able to write it in any setting. Other problems include skill deficits where they cannot do the behavior at all, performance problems where they can do it but will not do it regularly, problems with stimulus control where they engage in the behavior but at the wrong time or place, etc. |
|
|
Term
A preliminary assessment has a broad scope and a low fidelity because it:
Assesses a wide range of environmental variables and behaviors without direct observation
focuses on specific behavior(s) and includes direct observation in the environmental where behavior typically occurs
includes systematic manipulations of environmental variables that may be impacting the behavior(s) of interest, but is often conducted in contrived settings
narrows the degree of focus to general types of problems and incorporates communcation with individuals in the natural environment without direct observation |
|
Definition
Assesses a wide range of environmental variables and behaviors without direct observation
A preliminary assessment assesses a wide range of environmental variables and behaviors without observations through reviewing records, etc. to gather basic information. While a large amount of information can be collected, the fidelity tends to be low due to the lack of direct observation and more specific information gathering. Narrowing the focus does not lead to a broad scope (indirect assessment). A preliminary assessment is not conducted in contrived settings and does not include manipulations of environmental variables (functional analysis). A preliminary assessment does not include direct observation (descriptive assessment). |
|
|
Term
Gathering basic information on the case in a preliminary assessment must be done by a behavior analyst.
true
false |
|
Definition
false
For the first goal of gathering basic information on the case during a preliminary assessment, anyone can do this including a clerk, staff person, RBT, etc.—it does not have to be done by a behavior analyst. |
|
|
Term
A teacher reports the following disruptive behavior from a student in the classroom: exaggerating a silent yawn and stretch from the back of the room a few times per week. Would this behavior warrant behavioral services?
yes
no |
|
Definition
no
Some questions to ask when determining if behavioral services are needed are whether the problem is significant enough to require intervention and/or if it is susceptible to environmental manipulations. In this example, the student’s stretch and exaggerated yawn that does not make a noise would not likely be considered a disruptive behavior since it is silent. It also would not likely be considered a behavior excess due to how infrequently the behavior occurs. |
|
|
Term
A parent reports that her child has been refusing all types of food except fast-food fries. She has checked with the doctor and there appears to be no current medical complications. Would this behavior warrant behavioral services?
yes
no |
|
Definition
yes
Some questions to ask when determining if behavioral services are needed are whether the problem is significant enough to require intervention and/or if it is susceptible to environmental manipulations. In this example, a child who only will eat greasy, salty fast-food fries can be a problem due to the serious, long-term health and nutritional-related issues it can pose. His limited food intake and selectivity can also be an issue in the child’s natural environment within the home and in school, at friends’ houses, etc., where there is likely no access to fast-food fries. |
|
|
Term
A group home manager has reported that a client continues to enter another client’s room at night. After a brief interview, it appears the client can only view his favorite trees in the backyard by going into the other client’s room. What would be the most appropriate next steps?
develop a plan for the client to tolerate prolonged periods without looking at trees
suggest a room change if other clients are willing |
|
Definition
suggest a room change if other clients are willing
Some questions to ask when determining if behavioral services are needed/appropriate are whether the problem is significant enough to require intervention and/or if it is susceptible to environmental manipulations. This scenario is an example in which a simple environmental adjustment of placing the client into the room with a view of the trees would likely eliminate the problem behavior of entering another client’s room at night. |
|
|
Term
A client is receiving services to increase communication. Recently, the client’s crying has increased, and their eyes appear red and irritated along with a congested nose throughout the day. What would be the next appropriate step?
conducting a functional behavior assessment of crying
consult with/arrange to see a doctor regarding allergies |
|
Definition
consult with/arrange to see a doctor regarding allergies
A goal of a preliminary assessment is to determine if “other” services are needed and/or appropriate in place or in addition to behavioral services. Biological or medical conditions should always be ruled out before implementing a behavioral intervention for a behavior. In this scenario, the recent increased crying and red irritated eyes along with nasal congestion would most likely indicate a medical issue of an allergy since these behaviors are comparable to the symptoms of an allergy and they occurred suddenly. |
|
|
Term
John completes an initial phone screening, decides this case is an appropriate fit for his caseload, and completes initial paperwork with the client’s parents. What is the next step he should take in the preliminary assessment?
begin writing the treatment plan
collect ABC data on target behavior and environmental variables
conduct an initial records review of client documents and archival data
meet with client's parents to complete the indirect interview |
|
Definition
conduct an initial records review of client documents and archival data
The six steps of preliminary assessment are: (1) Determine who has authority to give consent, (2) determine if you have all needed resources to take the case, (3) complete initial paperwork, (4) complete the initial records review, (5) meet the client, and (6) document the disposition. John has completed steps 1, 2, and 3, so he should now start step 4. Collecting ABC data, meeting for interviews, and writing the treatment plan are all later steps in the assessment process. |
|
|
Term
Bernice, a BCBA, is completing the intake paperwork for Sarah, a new client on her caseload. What should Bernice have already done as part of the preliminary assessment prior to completing intake paperwork?
complete initial records review
determine if she has the permission, time, resources, and skills
conduct an initial records review of client documents and archival data
meet with client's parents to complete indirect interview |
|
Definition
determine if she has the permission, time, resources, and skills
The 6 steps of preliminary assessment are 1. Determine who has authority to give consent, 2. Determine if you have all needed resources to take the case, 3. Complete initial paperwork, 4. Complete the initial records review, 5. Meet the client, 6. Document the disposition. If Bernice is currently completing step 3, she should have already determined if she had all needed resources to take on this case. All 3 of the other options should come later in the preliminary assessment process.
The 6 steps of preliminary assessment are 1. Determine who has authority to give consent, 2. Determine if you have all needed resources to take the case, 3. Complete initial paperwork, 4. Complete the initial records review, 5. Meet the client, 6. Document the disposition. If Bernice is currently completing step 3, she should have already determined if she had all needed resources to take on this case. All 3 of the other options should come later in the preliminary assessment process. |
|
|
Term
Which type of records review is most often conducted by behavior analysts?
review the current existing records
archival review |
|
Definition
| review the current existing records Most often behavior analysts will review the current records. Archival reviews are only applicable for clients who have a long history of receiving services and therefore have many records that could be reviewed |
|
|
Term
What is the scope of structured forms?
broad
medium
narrow |
|
Definition
medium
Scope refers to the range of information gathered and degree of focus on the issue in an assessment. The assessment process starts to narrow in scope as assessment types get more structured, focusing more on specific problems. A structured form has a medium scope compared to preliminary stages of assessment, as it narrows its degree of focus to specific items on the forms used. |
|
|
Term
Structured forms are considered to have what level of fidelity?
high
medium to low
none |
|
Definition
medium to low
Fidelity refers to the accuracy of information gathered in an assessment. The assessment process starts to narrow in scope as assessment types get more structured, focusing more on specific problems. Validity starts to improve, but reliability is still highly variable. Fidelity would thus be considered Medium at best, but likely fairly low overall. |
|
|
Term
During the functional interview, the BCBA asked questions that would help determine if the behavior was generally followed by a withdrawn demand or by a scolding and long explanations of proper conduct. The BCBA was primarily trying to determine:
pyscho-social stressors
potential controlling antecedents
the potential function of the behavior |
|
Definition
the potential function of the behavior
By asking questions about the environmental events that typically follow the behavior, the BCBA is collecting information about the consequential variables that are maintaining the behavior. |
|
|
Term
At the beginning of the interview with the client's parent, the BCBA informally observed the parent almost completely ignoring the child for long periods of time, despite the child’s efforts to gain his parent’s attention. During this informal observation, the BCBA was evaluating:
potential ecological events
events that may predict the occurence of the target behavior
whether or not to call the abuse registry |
|
Definition
events that may predict the occurence of the target behavior
At the beginning of an interview, the interviewer (in this case the BCBA) should informally observe behavior, the environment, social interactions, etc. By informally observing the envrionmental events that were preceding the child's behavior (parent ignoring the child), the BCBA is able to collect information about possible antecedent variables that may be evoking the child's behavior. |
|
|
Term
The scope of ABC data collection is considered to be ____ than narrative recording.
broader
narrower |
|
Definition
narrower
Although the scope of ABA data collection is medium, it is narrower than that of narrative recording. The narrative recording tends to assess many contexts, behaviors, and environmental variables while ABA data collection narrows its focus to assess occurrences of specific target behavior(s) and immediate antecedent and consequent events (typically on a standardized data form). |
|
|
Term
ABC data collection has a ____ fidelity.
high
medium
low |
|
Definition
medium
The fidelity of ABA data collection recording is medium. ABA data collection involves observation and recording occurrences of specific target behavior(s) and immediate antecedent and consequent events, typically using a standardized data form but involves no direct systematic manipulation. |
|
|
Term
Pattern analysis is used to interpret:
abc data
narrative recording data
scatterplot data |
|
Definition
scatterplot data
A pattern analysis is an examination of scatterplot data to identify specific time frames and potential environmental contexts under which behavior does or does not occur. |
|
|
Term
When Tammy’s dad arrives in the driveway, Tammy screams, “Daddy!” Tammy’s dad walks in the door, and she begins crying and falling to the ground in front of his path. As he steps over her, she grabs and bites his legs. He yells back, “Stop it.” This is an example of a:
sequence analysis
pattern analysis |
|
Definition
sequence analysis
A sequence analysis examines data to identify the order/sequence of environmental events in relation to a target behavior while a pattern analysis examines data to identify specific time frames and potential environmental contexts under which behavior does or does not occur and does not look at specific antecedents or consequences. This scenario describes specific behavior and the environmental events that surround it in a specific sequence. |
|
|
Term
Tammy falls to the ground and cries more often between 6:30 a.m. and 7:30 a.m. than at any other times of the day. This is an example of a:
sequence analysis
pattern analysis |
|
Definition
pattern analysis
A sequence analysis examines data to identify the order/sequence of environmental events in relation to a target behavior while a pattern analysis examines data to identify specific time frames and potential environmental contexts under which behavior does or does not occur and does not look at specific antecedents or consequences. This scenario describes a pattern of specific behavior that occurs more often at specific times during the day. |
|
|
Term
When collecting data across conditions, the condition with the highest rates of behavior likely indicates an:
EO and SD prsent
AO and SD present
EO and Sdelta present
AO and Sdelta present |
|
Definition
EO and SD prsent
An EO present increases the effectiveness of a reinforcer and evokes behavior to access that reinforcer. An SD present signals the availability of a reinforcer for engaging in a specific behavior. Therefore, behavior is more likely to occur under these conditions since the reinforcer is not only available but also more effective under these conditions. |
|
|
Term
When collecting data across conditions, the condition with the lowest rates of behavior likely indicates an:
EO and SD prsent
AO and SD present
EO and Sdelta present
AO and Sdelta present |
|
Definition
AO and Sdelta present
An AO present decreases the effectiveness of a reinforcer and abates behavior to access that reinforcer. An S∆ present signals the unavailability of a reinforcer for engaging in a specific behavior. Therefore, behavior is less likely to occur under these conditions since the reinforcer is not only unavailable but also less effective under these conditions. |
|
|
Term
After identifying the conditions with high and low rates of behavior, SDs and EOs can be identified by:
finding similarities between conditions
conducting follow-up interviews
looking at the topography of behavior
calculating the IRT |
|
Definition
finding similarities between conditions
After analyzing under what conditions behavior tends to occur most often, potential EOs, SDs, and maintaining consequences can be identified by looking at similarities and differences in contexts/conditions dependent on differential rates of responding. |
|
|
Term
Following an occurrence of finger biting, Sam quickly grabs her data sheet and fills in time, date, place, antecedent, behavior, and consequence. Sam is using which assessment method?
ABC data collection
narrarive recording
behavioral interview
records review |
|
Definition
ABC data collection
ABC data collection is when an observer records all instances of specific target behavior(s), antecedents, and consequent events. In this example Sam is noting the antecedents, behavior of finger biting, and consequences of the behavior. A records review could include reviewing ABC data taken previously rather than taking new data. Narrative recording is more general and would include additional information. A behavioral interview would include asking the caregiver questions about the finger biting. |
|
|
Term
Pam, a BCBA, sets up a time to meet with her client’s parents. She invites them into her office and begins to ask general questions related to their goals for their child’s treatment. She uses open-ended questions to gather specific data on behavior such as antecedents, consequences, severity, etc. Pam is using which assessment method?
ABC data collection
scatterplot
behavioral interview
records review |
|
Definition
behavioral interview
A behavioral interview is a series of questions posed by a behavior analyst to someone familiar with the behavior of the individual service recipient. In this example we see Pam asking the client’s parents questions to learn more about the behavior. A records review includes looking at previously completed documentation. Narrative data collection would include observing the behavior and writing down observations related to it. A scatterplot is a way to track the time of day that the behavior occurs to look for patterns. |
|
|
Term
Juan asks his client’s parents to collect data in a variety of naturally occurring environments in their daily lives. He asks the parents to record specifics on target behavior at swim lessons, during playdates, and at mealtimes. Juan is using which assessment method?
Data collection across conditions
structured form
scatterplot
behavioral interview |
|
Definition
Data collection across conditions
Data collection across conditions includes data collection on target behaviors under different contexts and environmental conditions without systematic manipulation. In this example, we see the parents collect data across multiple activities and contexts that are naturally occurring. A structured form would include specific questions about behavior. A behavioral interview would include asking the parents open ended questions about behavior rather than specific data collection. A scatterplot would include taking data on the time of day when the behavior occurs rather than the location/activity. |
|
|
Term
Donna, a BCBA, observes Harold, her client, at his group home where he lives with 3 others and has 24/7 staffing. Donna includes observations of the home, number of roommates, visual supports used, delegation of home tasks observed, interactions between roommates and staff, as well as antecedents and consequences surrounding the target behavior. Donna is using which assessment method?
ABC data collection
narrarive recording
behavioral interview
records review |
|
Definition
narrarive recording
Narrative recording is when an observer produces a written description of the individual’s behaviors and the environmental conditions under which those behaviors occur over time. In this example we see Donna writing notes about behavior, including antecedents and consequences, and general observations about the environment. A behavioral interview would include asking open-ended questions to someone familiar with Harold. A scatterplot is a form used to graph the times that behavior occurs but does not include a written description. A structured form would include specific questions, rather than general observations. |
|
|
Term
Phillip, a BCBA, is preparing to start a new case with client Collin. He spends time reading through her past psychological evaluations, medication list, school IEP, and OT evaluation to gather information related to past treatments, target-behavior severity, and medication side effects. Phillip is using which assessment method?
ABC data collection
narrarive recording
behavioral interview
records review |
|
Definition
records review
A records review includes gathering information via review of existing records and other stored information. Phillip is currently reviewing Collin’s previously documented records in order to learn more about the case. A rating scale is not an assessment method, but a way to measure behavior that you are observing. A behavioral interview or observation would include having Collin present and involved. |
|
|
Term
Charm, a BCBA, develops a data sheet to provide to her client, Thomas’s group home staff. Charm is looking for patterns in Thomas’s target behavior while he is at home. She asks the staff to indicate whether the behavior occurred or did not occur during each 30-minute block. Charm is using which assessment method?
Data collection across conditions
structured form
scatterplot
behavioral interview |
|
Definition
scatterplot
A scatterplot is a data collection form for recording the times of day during which a behavior has occurred, typically dividing the days of the week into blocks of time. In this example, Charm has the staff collect data on the time of day that the behavior occurs to assess for time-based patterns. ABC data collection would include taking data on the antecedent, behavior, and consequence rather than time. A structured form includes specific questions about the behavior. |
|
|
Term
Jillian, a BCBA, has her client’s mother fill out a functional behavior screening tool (FAST) questionnaire to collect data on possible functions of target behavior. Jillian is using which assessment method?
collecting ABC data
direct observation
records review
structured forms |
|
Definition
structured forms
Structured forms include structured questions, Likert scales, or checklists used to gather information about behavior and the environment during a behavioral assessment. In this example, Jillian has the parent fill out a questionnaire that gathers information about behavior and the environment. To collect ABC data, Jillian would have to observe the client engaging in the behavior. A records review would include reviewing existing documentation rather than filling out new documents. Direct observation would involve observing the client, as opposed to talking with the parent. |
|
|
Term
An indirect assessment at home suggests behavior was not occurring at a disruptive rate. However, reports from school indicate different rates. This indicates low validity of which type?
internal validity
external validity |
|
Definition
external
External validity refers to the extent to which an assessment’s findings hold true across variations in environmental conditions and/or time. External validity is threatened when there are differences between the conditions of the assessment and the client’s natural environment. These differences may alter the functional properties of motivating and reinforcing events, and therefore, compromise external validity. |
|
|
Term
What helps descriptive assessments improve in external validity?
having a second observer
following up with interviews
observing behavior in multiple environments
narrowing the observation locations |
|
Definition
observing behavior in multiple environments
External validity refers to the extent to which an assessment’s findings hold true across variations in environmental conditions and/or time. External validity is threatened when there are differences between the conditions of the assessment and the client’s natural environment. Since these differences may alter the functional properties of motivating and reinforcing events, observing in multiple environments during a descriptive assessment can help alleviate these differences between assessment conditions and the client's natural environment. |
|
|
Term
Which assessment first helps a behavior analyst identify if they should take the case?
preliminary assessment
indirect assessment
descriptive assessment |
|
Definition
preliminary assessment
The initial phase of the behavioral assessment process is to conduct a preliminary assessment or screening where the broad outline of the case and details of the presenting problem are first evaluated. The indirect assessment follows the preliminary assessment, which then provides information to help set up and conduct the descriptive assessment. |
|
|
Term
Sasha is interviewing caregivers about the client’s rates of problem behavior. She finds the information does not match with her observations. The interviews were a part of the:
indirect assessment
descriptive assessment |
|
Definition
indirect assessment
An indirect assessment is a process in which information is gathered on behavior through descriptions and recollections rather than through direct observation. An interview with caregivers would be an example of a behavioral interview in which a series of questions are delivered by a behavior analyst to someone familiar with the behavior of the individual service recipient. This is a type of indirect assessment. |
|
|
Term
Sasha is interviewing caregivers about the client’s rates of problem behavior. She finds the information does not match with her observations. The internal validity of the indirect assessment appears to be:
low
high |
|
Definition
|
|
Term
Sora wants to get a job but does not have a car nor does she know how to take public transportation. A BCBA writes the following outcome for Sora: Get a full-time job as a cashier clerk at the grocery store across town.
Is this an appropriate outcome for Sora?
yes
no |
|
Definition
no
Since Sora cannot drive nor does she know how to take public transportation, setting an outcome for Sora to travel to work at a grocery store across town would not be contextually appropriate and not the most reachable outcome for her. |
|
|
Term
Trevor wants to get a job working with the cleaning crew at the workshop. The intermediate goals identified are: Can fill and use the mop and bucket; can change the paper towel rolls; can spray and wipe mirrors. These goals are:
Sequential intermediate outcomes
Concurrent intermediate outcomes |
|
Definition
Concurrent intermediate outcomes
Sequential intermediate outcomes are intermediate goals that are completed in an ordered sequence, one after another, in order to attain an ultimate outcome. Concurrent intermediate outcomes are intermediate goals that are worked on together at the same time to attain an ultimate outcome. The intermediate goals of filling and using a mop and bucket, changing the paper towel rolls, spraying and wiping mirrors do not need to be completed in a sequence to attain the ultimate outcome of getting a job working with the cleaning crew at the workshop—they should be worked on together but can be completed in any order. |
|
|
Term
Sally wants to get her own house close to her job. To do that, she will need to save a down payment and build her credit. She plans to save $40 per week until she has enough for a down payment. Given this scenario, which of the following is a short-term objective?
become more independent
get her own house
live close to her job
save $40 per week until she has enough for a down payment |
|
Definition
save $40 per week until she has enough for a down payment
A short-term objective is a numerical objective that sets a criterion for change in some response measure of a target behavior over a given time span. In this example, we see the ultimate outcome of getting her own house, intermediate goals of saving up a down payment and increasing her credit score, and the short-term objective of saving $40 per week. |
|
|
Term
Charles has struggled with his inconsistent local public transportation system. He would like to be able to drive himself to work so he can be on time and complete his work. To achieve this, he will need to complete driver training and pass the driver’s test. He plans to request a copy of the DMV’s driver handbook to study and call to sign up for driving lessons. Which of the following is an intermediate outcome in this scenario?
call to sign up for driving lessons
complete driver training
drive himself to work
request a copy of the driver handbook |
|
Definition
complete driver training
An intermediate outcome is an accomplishable goal that will bring a person closer to their ultimate outcome. In this example, driving himself to work is the ultimate outcome, so completing driver training is a goal that would bring him closer to driving himself to work. Asking for a copy of the book or calling to sign up for lessons are both short-term objectives. |
|
|
Term
Marie wants to sell her own baked goods. Her BCBA helps her identify steps to achieve this. Marie must identify and practice making four specific recipes as well as be able to bake 200 items per week. She must master baking hygienically (no sticking her fingers into the batter for a taste) and learn to measure ingredients accurately and consistently. Which of the following is an ultimate outcome in this scenario?
baking 200 items per week
being able to make four different recipes
mastering baking hygienically
selling her own baked goods |
|
Definition
selling her own baked goods
An ultimate outcome is the final goal of service given in functional statements about what the individual wants to accomplish and attain in their life. In this example, Marie’s final goal is to be able to sell her baked goods. The other options are examples of intermediate outcomes. |
|
|
Term
Assessments that involve asking about behavior, but not observing behavior are called what?
indirect assessments
Descriptive Assessments
Functional Analyses |
|
Definition
|
|
Term
Lisa is working with a new client, she is about to train relevant people on how to carry out the procedures. What should she have already done?
Conducted assessments
Developed the plan
Implemented the plan
Monitored the implementation |
|
Definition
Conducted assessments
Developed the plan |
|
|
Term
Maddie is about to meet a client and begin initial observations. What should she have already completed in her screening process?
Reviewed records
Completed documentation
Completed intake paperwork
Ensured consent |
|
Definition
Reviewed records
Completed intake paperwork
Ensured consent |
|
|
Term
Preliminary screening will include a wide range of behavior and situations, meaning it is:
Broad in scope
Narrow in scope
High in fidelity
Low in fidelity |
|
Definition
|
|
Term
Indirect assessments begin to focus in on more specific situations and behavior, meaning:
Scope was narrow, but is becoming broad
It has the narrowest scope
Scope is still broad but begins to narrow |
|
Definition
| Scope is still broad but begins to narrow |
|
|
Term
Brenda gives a caregiver a form to fill out with questions regarding situations in which problem behavior is likely to occur. Which type of assessment tool is she using?
Interview
Records review
Structured form
Preliminary assessment |
|
Definition
|
|
Term
Which describes records review?
Having a teacher fill out a questionnaire
Looking through previous reports
Asking a staff member to describe situations
Observing a client in the natural environment |
|
Definition
| Looking through previous reports |
|
|
Term
Dawn sits down with a caregiver and asks them questions about times of the day that are the most difficult and has them describe what typically occurs. What assessment tool is this?
Narrative recording
ABC recording
Interview
Records review |
|
Definition
|
|
Term
Which is an example of ABC recording?
Dawn writes a continuous description of what happens during a free play period
Dawn writes, “Instructed to ‘clean up’ as and antecedent; “Dropped to the floor and cried” as a behavior; and “Placed into time out” as a consequence
Dawn gave a teacher a form which asked about the intensity of problem behavior |
|
Definition
| Dawn writes, “Instructed to ‘clean up’ as and antecedent; “Dropped to the floor and cried” as a behavior; and “Placed into time out” as a consequence |
|
|
Term
Frankie is collecting data on when to behavior occurs. He has a form which breaks the day into 15 minute bins, and he will collect across several days. Which assessment tool is Frankie using?
ABC recording
Narrative recording
Scatterplot
Data collection across conditions |
|
Definition
|
|
Term
Travis is counting the number of times his client hits peers during recess as well as how often his client hits peers during structured time inside. Which assessment tool is Travis using?
Data collection across context
Narrative recording
Scatterplot
ABC data collection |
|
Definition
| Data collection across context |
|
|
Term
Why are descriptive assessments higher fidelity than indirect assessments?
Indirect assessments use systematic manipulations
Indirect assessments are narrower in scope
Descriptive assessments ask about specific behavior types
Descriptive assessments use observations in real-time |
|
Definition
| Descriptive assessments use observations in real-time |
|
|
Term
Rodney wants a job at the local zoo. He has been working towards following his daily schedule. Lately, the BCBA has a program in place to develop setting an alarm.
What is the ultimate outcome? |
|
Definition
|
|
Term
Rodney wants a job at the local zoo. He has been working towards following his daily schedule. Lately, the BCBA has a program in place to develop setting an alarm.
What is the intermediate outcome? |
|
Definition
| -Follows his daily schedule |
|
|
Term
Rodney wants a job at the local zoo. He has been working towards following his daily schedule. Lately, the BCBA has a program in place to develop setting an alarm.
What is the short-term objective? |
|
Definition
|
|
Term
Jorge is conducting a preliminary assessment for new client, Paul. To begin, Jorge gathers basic information about Paul from intake paperwork and a caregiver assessment that was submitted through an online system. From the information, Jorge determines that Paul could also benefit from additional speech services. Based on the initial information received, Jorge believes that he has the appropriate experience to handle Paul’s case and recommends that they move forward with a direct observation and assessment. What step of preliminary assessment goals did Jorge miss?
A) Gather basic information on the case
B) Determine in behavioral services are desired, needed, and appropriate
C) Determine if other services are appropriate
D) Determine if he is the right ABA service provider for the case |
|
Definition
| B) Determine in behavioral services are desired, needed, and appropriate |
|
|
Term
Ronnie is speaking with a new client’s teacher, grandmother, and father about behaviors the client typically engages in. Ronnie asks about the topography, history, antecedents of the behaviors and typical reinforcers for the client. What kind of assessment is Ronnie conducting?
A) Records Review
B) Structured Form
C) Direct Observation
D) Behavioral Interview |
|
Definition
|
|
Term
Mabley is using the FAST (Functional Assessment Screening Tool) to gain information about different skills and deficits for a new client. What type of assessment is Mabley conducting?
A) Records Review
B) Structured Form
C) Direct Observation
D) Behavioral Interview |
|
Definition
|
|
Term
Aubrey is directly observing the target behavior of mouthing for client, Joe. She observes and collects data for Joe’s mouthing behaviors at home, at clinic, at school, and at grandma’s house. What type of assessment method is Aubrey using?
A) Pattern analysis
B) Sequence analysis
C) ABC data collection
D) Data collection across conditions |
|
Definition
| D) Data collection across conditions |
|
|
Term
Hope collects data for the occurrence of the target behavior of biting for client, Anthony. Hope records instances of biting over time throughout the session and determines that Anthony bites more often between the hour of 12:00 and 1:00PM. What kind of assessment of behavior has Hope conducted?
Pattern analysis
Sequence analysis
ABC data collection
Data collection across conditions |
|
Definition
|
|
Term
Henrietta wants to learn to bake a cake. Her mom teaches her how to crack eggs and set the timer on the stove. Cracking eggs and setting the timer would be considered:
Ultimate Outcomes
Short-term objectives
Sequential Intermediate Outcomes
Concurrent Intermediate Outcomes |
|
Definition
| Concurrent Intermediate Outcomes |
|
|
Term
Samantha is conducting an assessment for client, Neil. Samantha speaks to Neil’s parents, teachers and family to gather information related to Neil’s problem behaviors. What type of assessment is Samantha conducting?
A) Indirect Assessment
B) Descriptive Assessment
C) Functional Assessment
D) None of these |
|
Definition
|
|
Term
Amanda is conducting an assessment for client, Susie. As part of the assessment, Amanda observes Susie and takes data to understand the antecedents, behaviors and consequences related to each instance of the problem behavior. What kind of assessment is Amanda conducting?
A) Indirect Assessment
B) Descriptive Assessment
C) Functional Analysis
D) None of these |
|
Definition
| B) Descriptive Assessment |
|
|
Term
All of the following are examples of Descriptive Assessments except:
A) Coded ABC
B) Parent Questionnaire
C) Open-ended ABC
D) Scatterplot Analysis |
|
Definition
|
|
Term
Behavioral assessments are meant to do all of the following except:
A. describe behavior and the environment B. determine functional relationships
C. contribute to a diagnosis
D. evaluate maintenance and generalization
E. all of the above are correct |
|
Definition
| C. contribute to a diagnosis |
|
|
Term
The preliminary assessment phase is:
A. Broad in scope and low in fidelity
B. Broad in scope and high in fidelity
C. Narrow in scope and low in fidelity
D. Narrow in scope and high in fidelity |
|
Definition
| A. Broad in scope and low in fidelity |
|
|
Term
Bindi has received a referral regarding an eight year-old child who engages in aggressive behavior at home. She has discussed this case with the child’s mother, and has determined that it does indeed seem to be a behavior problem, and that behavioral services are appropriate. What does Bindi need to determine next?
A. Basic information about the case
B. Whether the problem is behavioral and amenable to behavioral treatment
C. Whether other services may be required
D. Whether she is qualified and
available to take the case |
|
Definition
D. Whether she is qualified and
available to take the case |
|
|
Term
Indirect methods of assessment include all of the following EXCEPT:
A.Narrative recording
B.interviewing parents or caregivers
C.direct interviews with the person doing the behavior
D.paper and pencil questionnaires |
|
Definition
|
|
Term
Matt has received a referral for a child who engages in aggressive behavior. He is now looking at past reports including IEPs, incident reports and past treatment plans. He is conducting_____.
A. ABC data collection
B. Scatter plot
C. Narrative recording
D. Record reviews
E. Interviews |
|
Definition
|
|
Term
Matt then schedules a meeting with the child’s parents. During this time he asks lots of questions regarding the behaviors of concern. He also uses the MAS and records the parent’s responses. Matt is conducting:
A. ABC data collection
B. Scatter plot
C. Narrative recording
D. Record reviews
E. Interviews |
|
Definition
|
|
Term
During the interview, Matt asks the caregivers what types of things the child likes. He asks them about edible items, toys, activities, etc. Matt is most likely trying to identify:
A. Potential reinforcers
B. Potential function of the behavior
C. Items/events which may predict the occurrence of the behavior
D. None of the above: Matt is just making small talk to build rapport |
|
Definition
|
|
Term
The question: “Are there certain times or events that you know will lead to the child
behaving this way” is attempting to assess:
A. Diagnoses
B. Antecedents
C. Topography
D. Consequences |
|
Definition
|
|
Term
The teacher has just released the children onto the playground. Most of the children are running toward the playground equipment. Johnny is walking the perimeter of the playground, shuffling his feet in the mulch as he goes. He has just kicked some mulch at a little girl. She is crying and yelling at Johnny. The teacher has come over and is kneeling down at eye level between the two children. She appears to be having Johnny apologize. The little girl runs to the jungle gym. The teacher returns to the bench. Johnny is walking around the perimeter of the playground again. Now he has picked up a stick and is dragging it along the fence. He is now hitting a tree trunk with the stick. He just hit a little boy with the stick. Here comes the teacher again. She is kneeling down at eye level between the two children, and is making Johnny apologize again. She is taking Johnny by the hand over to the bench to sit with her. She continues to talk with him.
This is an example of:
ABC recording
Narrative recording
Direct observation
systematic manipulations |
|
Definition
|
|
Term
“The teacher is lecturing the class. Johnny is drawing in his notebook. The teacher tells him to get on task. A minute later, Johnny throws a piece of paper at the child next to him. The teacher tells Johnny to take his chair and go sit in the hallway”. This is most likely the result of which assessment procedure?
A. ABC data collection
B. Scatterplot
C. Narrative recording
D. Interviews |
|
Definition
|
|
Term
“When the teacher lectures to the class, Johnny engages in disruptive behaviors, This typically results in being placed out of the class.” This statement represents a:
A. Functional Analysis
B. Pattern Analysis
C. SequenceAnalysis
D. Reinforcer assessment |
|
Definition
|
|
Term
“Johnny is most likely to engage in disruptive behavior from 10-11AM, and 1-
2PM.” This is most likely the result of which assessment procedure?
A. ABC data collection
B. Scatterplot
C. Narrative recording
D. Interviews |
|
Definition
|
|
Term
“Johnny is most likely to engage in disruptive behavior from 10-11AM, and 1- 2PM.” This statement represents a(n):
A. Functional Analysis
B. Pattern Analysis
C. SequenceAnalysis
D. Reinforcerassessment |
|
Definition
|
|
Term
“Johnny is most likely to engage in targeted behaviors during Math and Social Studies. Verbal aggression and physical aggression often occur concurrently.” This statement represents a:
A. Functional Analysis
B. Pattern Analysis
C. SequenceAnalysis
D. Reinforcer assessment |
|
Definition
|
|
Term
When conducting direct assessment, it is determined that before Chad exhibits disruptive behavior in the classroom, blurting out comments such as “I can’t do it!”, he often makes several grunts and pounds his desk. In relation to the disruptive behavior, Chad's grunts and pounding represent:
A. An antecedent
B. A consequence
C. A precursor
D. A competing response topography |
|
Definition
|
|
Term
Susan is in the middle of a preliminary assessment. She just finished completing the initial intake paperwork. What should she do next?
A) Determine who has the authority to give consent
B) Document the disposition
C) Review available records and data
D) Determine if she has the skills and time to being assessment |
|
Definition
| C) Review available records and data |
|
|
Term
• The very first step of the preliminary assessment is to:
A) Accept case with a smile on your face
B) Meet the client and complete initial observations
C) Determine who has the authority to give consent
D) Complete the intake paperwork |
|
Definition
| C) Determine who has the authority to give consent |
|
|
Term
Tina the BCBA gives the parents of her client each a copy of the MAS to fill out on their own and independently. What assessment is Tina using?
A) Records review
B) Behavioral interview
C) Questionnaire/structured form |
|
Definition
| C) Questionnaire/structured form |
|
|
Term
Tara is looking at previous VBMAPP results for a potential client. The VBMAPP she is looking at was conducted a year ago. What assessment is Tara using?
A) Records review
B) Behavioral interview
C) Questionnaire/structured form |
|
Definition
|
|
Term
Snoopy the BCBA meets with his client’s teacher to discuss dangerous behavior the client started engaging in recently. Snoopy begins by thanking the teacher for taking the time out of their busy day to meet with him and praises her for how she has handled the situation thus far. Snoopy then asks the teacher a variety of open-ended questions. What assessment is Snoopy using?
A) Records review
B) Behavioral interview
C) Questionnaire/structured form |
|
Definition
|
|
Term
Direct descriptive assessment has...
A) Medium but narrowing scope; low to medium fidelity
B) Medium but narrowing fidelity; low to medium scope |
|
Definition
| A) Medium but narrowing scope; low to medium fidelity |
|
|
Term
A ______ informs a pattern analysis while ______ and _______ inform a sequence analysis
A) ABC data collection; narrative recording and scatterplot
B) Scatterplot; ABC data collection and narrative recording |
|
Definition
| B) Scatterplot; ABC data collection and narrative recording |
|
|
Term
Andy is a BCBA and is observing his client, Milo. Andy collects data on the target behavior at home (with and without parents in the same room), at school, and at grandma’s house. Andy is attempting to identify the likelihood of the TB occurring in those settings and under those conditions. Which assessment method is Andy using?
A) Narrative recording
B) Data collection across conditions
C) ABC data collection
D) Scatterplot |
|
Definition
| B) Data collection across conditions |
|
|
Term
Miranda is assessing her client, Patty’s compliance at home. Patty tends to stay on her computer after her mother delivers an instruction (e.g., come to dinner, take a shower etc.) Miranda gives Patty’s mom a datasheet to fill out for her to help in this assessment. The data sheet is broken up into 3 columns. In the first column, mom should write down exactly what she told Patty to do. Mom will wait 20 seconds for a response. In the second column, she will write down what Patty did. In the third column she will write down exactly what she said/did in response to Patty’s response to her request. Which assessment method is Miranda using?
A) Narrative recording
B) Data collection across conditions
C) ABC data collection
D) Scatterplot |
|
Definition
|
|
Term
Nick the BCBA works with his client in a center 1:1. Recently teachers at school reported that his client was engaging in dangerous behaviors in the classroom. Nick goes into the school to do an observation of his client while in the classroom. Nick writes down anything he sees or hears over a 2 hours observation period. He writes down things like who is client was playing with, the activities, who he shares a table with, what kind of work he had to complete, attention provided by the teacher or lack-thereof etc. Which assessment is Nick using?
A) Narrative recording
B) Data collection across conditions
C) ABC data collection
D) Scatterplot |
|
Definition
|
|
Term
Marc gives the teacher a data sheet that is very easy to fill out and trains her how to fill it out. On the data sheet all she has to do color in a box if the client engages in SIB during that period of time. She leaves it blank if he did not engage in SIB during that time period. The data sheet is to be filled out every day for a week. Along the vertical axis the day is split up into 30-minute intervals. Which assessment is Marc using?
A) Narrative recording
B) Data collection across conditions
C) ABC data collection
D) Scatterplot |
|
Definition
|
|
Term
Jerry has a very busy life. He works full time and has 3 kids. Jerry really wants to get back into shape and be healthier overall. More specifically Jerry wants his six-pack back. Jerry hires a behavior analyst to help him reach this goal. The BA tells Jerry he must walk 30 minutes a day, track his meals, and do one core work out 5 days a week. The BA gives Jerry a self-monitoring data sheet that he needs to fill out daily. In this scenario, which of the following is the ultimate outcome?
A) Walking 30 minutes a day
B) Getting back into shape and being healthier overall
C) Gettingasix-pack
D) Using the self-monitoring data sheet |
|
Definition
| B) Getting back into shape and being healthier overall |
|
|
Term
Jerry has a very busy life. He works full time and has 3 kids. Jerry really wants to get back into shape and be healthier overall. More specifically Jerry wants his six-pack back. Jerry hires a behavior analyst to help him reach this goal. The BA tells Jerry he must walk 30 minutes a day, track his meals, and do one core work out 5 days a week. The BA gives Jerry a self-monitoring data sheet that he needs to fill out daily. The BA tells Jerry he must walk 30 minutes a day, track his meals, and do one core work out 5 days a week. The BA gives Jerry a self-monitoring data sheet that he needs to fill out daily. Are these goals concurrent or sequential?
A) Concurrent
B) Sequential |
|
Definition
|
|
Term
Matthew wants to ski in Whistler BC. Matthew hires a ski instructor as he doesn’t know how to ski at all. The ski instructor plans to have Matthew skiing the slopes in his small hometown comfortably. More specifically the Ski instructor has arranged to teach target skills such as speed control, stopping, balancing, etc. Which of the following is an intermediate outcome?
A) Learning how to balance
B) Skiing in Whistler BC
C) Skiing the slopes in his small hometown
D) Learning how to stop |
|
Definition
| C) Skiing the slopes in his small hometown |
|
|
Term
George wants to buy a house. He has really bad credit that comes from one source which is late payments on his student loan. He pays his student loan late every month. George has a good paying job. So now he has to start saving money to put towards the deposit of his new home and he also has to pay his student loan on time to fix his credit. In order to starting paying on time he plans to set a reminder on his phone which will go off 3 business days before his payment is due. Which of the following is the short-term objective?
A) Buy a house
B) Fixcredit
C) Savemoney
D) Set a reminder on his phone to make payment on time |
|
Definition
| D) Set a reminder on his phone to make payment on time |
|
|
Term
After developing the plan, which is the next step in the service delivery model?
A. Plan implementation
B. Assessment
C. Training
D. Plan revision |
|
Definition
|
|
Term
Trina is a BCBA who received a referral for a 14- year-old male with social skills deficits. She spoke with the client’s mother, who is the legal guardian, and has determined that ABA services are appropriate. Which is the next step?
A. Determine who has authority to give consent
B. Determine whether she has the skills and time for the case
C. Meet the client
D. Document the disposition |
|
Definition
| B. Determine whether she has the skills and time for the case |
|
|
Term
Trina has spoken with the client’s mother, determined that she is qualified as a BCBA, had the mother complete initial paperwork, and reviewed client’s records. What should happen next?
A. Determine who has authority to give consent
B. Determine whether she has the skills and time for the case
C. Meet the client
D. Document the disposition |
|
Definition
|
|
Term
Brianna receives a referral for a new client. She reads reports from the client’s doctor and reviews his IEP. What type of indirect assessment is this?
A. Records review
B. Structured form
C. Behavioral interview |
|
Definition
|
|
Term
Briana talks with the client’s parents and teacher to gather information related to his skills and skill deficits, preferred activities, and behavioral excesses. This is which type of indirect assessment method?
A. Records review
B. Structured form
C. Behavioral interview |
|
Definition
|
|
Term
Albert is recording a student’s physical aggression in the classroom. With each instance, he records any events that occurred immediately before and after the behavior. Albert is conducting which of the following?
A. Narrative recording
B. ABC data collection
C. Scatterplot data collection |
|
Definition
|
|
Term
Rose received a referral for a client engaging in hitting. She observes the client and develops a written account of the setting, the number of individuals present, and the behaviors observed, including yelling and cursing which were not part of the referral. This is an example of which type of descriptive assessment?
A. Narrative recording
B. ABC data collection
C. Scatterplot data collection |
|
Definition
|
|
Term
Robert wants to live on his own. In order to live on his own, Robert will need to learn to make some simple meals and complete household chores. In this scenario, learning to make simple meals and complete chores are examples of ________.
A. ultimate outcomes
B. intermediate outcomes
C. short-term objectives |
|
Definition
|
|
Term
Robert wants to live on his own. He will need to learn to make some simple meals, do laundry, and vacuum. In this scenario, making simple meals, doing laundry, and vacuuming are ______.
A. Sequential intermediate outcomes
B. Concurrent intermediate outcomes |
|
Definition
| B. Concurrent intermediate outcomes – he could work on these at the same time, they don’t have to go in any particular order |
|
|
Term
John receives a referral and determines that the client’s mother is required to give consent for services. He speaks with her and has her fill out paperwork. What should John have already done?
A. Begin building rapport with the client
B. Determine whether he has the skills, time, and resources to provide services
C. Review records from the client’s school |
|
Definition
| B. Determine whether he has the skills, time, and resources to provide services |
|
|
Term
The scope of the preliminary assessment is broad because:
It focuses on a narrow range of topics
It focuses on a wide range of topics |
|
Definition
| It focuses on a wide range of topics |
|
|
Term
Reviewing the medical records of an individual is typically considered the low/medium range of fidelity because:
Medical impacts would likely be the same across varying conditions
Medical impacts would likely be different across varying conditions |
|
Definition
| Medical impacts would likely be the same across varying conditions |
|
|
Term
Johnny engages in hair pulling more often in the morning. This is derived from which type of analysis?
Pattern
Sequence |
|
Definition
|
|
Term
In which type of assessment would the fidelity be considered medium?
Interviews
Records review
Functional analysis
ABC data collection |
|
Definition
|
|
Term
A sequence analysis would lead to which of the following statements?
1. Jerry engages in more problem behavior when his father is out of town
2. Nate engages in less problem behavior before breakfast
3. When given a household chore, Sally spits at her father, which typically results in a delay to completing the chore
4. Victor engages in a lot of problem behavior |
|
Definition
| 3. When given a household chore, Sally spits at her father, which typically results in a delay to completing the chore |
|
|
Term
I receive a psychology report for an individual I am currently assessing. There is a diagnosis of “Obsessive Compulsive Disorder.” In the assessment, the behavior analyst begins to take data on “repetitive questioning.” This demonstrates the behavioral assessment characteristic of:
• A. Behavior itself is important, not a symptom of something else
• B. Mental status can be inferred through specific behavior
• C. Diagnostic categories contain certain behavioral symptoms
• D. An ecological perspective leads to a proper diagnosis |
|
Definition
| • A. Behavior itself is important, not a symptom of something else |
|
|
Term
During instruction time, the teacher notices Bobby drawing in his notebook. She asks him to attend to the lesson. A minute later, Bobby bangs on his desk. The teacher tells Bobby to leave the classroom.
• This information is most likely the result of which assessment procedure?
• A. ABC Data collection
• B. Scatterplot
• C. Narrative Recording
• D. Interviews |
|
Definition
|
|
Term
Bobby is most likely to engage in physical aggression from 9a-11a and 2p-3p.
• This information is most likely the result of which assessment procedure?
• A. ABC Data collection
• B. Scatterplot
• C. Narrative Recording
• D. Interviews |
|
Definition
|
|
Term
Mark has completed initial observations for a new client. What is the next step in the preliminary assessment?
a. Determine who has authority to give consent
b. Review records
c. Write up results
d. Complete intake paperwork |
|
Definition
|
|
Term
Mark has completed initial observations for a new client. What is the next step in the preliminary assessment?
Determine who has authority to give consent
Review records
Write up results
Complete intake paperwork |
|
Definition
|
|
Term
Dolly observes Kenny in the group home where he lives. She types notes on her laptop
about what Kenny is doing, what the people around him are doing. What is this an example of?
a. Narrative recording
b. ABC data collection
c. Scatterplot
d. Data collection across conditions |
|
Definition
|
|
Term
At a residential treatment center, Ella is observing Kyra. Ella uses a data collection sheet to record what occurs before and after every incidence of pica. When an instance of pica occurs, Ella fills in a section for notes about time of day and activity, then circles the relevant antecedent and consequence from a list provided on the sheet. What is this an example of?
a. Narrative recording
b. ABC data collection
c. Scatterplot
d. Data collection across conditions |
|
Definition
|
|
Term
Every half an hour Johnny’s mom scores whether or not Johnny had a tantrum
during that 30-minute period. She completes this each day for a week, until her next
scheduled session with the BCBA. What is this an example of?
a. Narrative recording
b. ABC data collection
c. Scatterplot
d. Data collection across conditions |
|
Definition
|
|
Term
Which of the following is an example of data collection across conditions?
a. Maria uses a notebook to describe her client’s behavior in the classroom as well as events around those behaviors. She takes these notes in a continuous fashion throughout the hour long observation.
b. Martha observes her client and marks on a data sheet an instance of the target behavior of ear covering. Martha marks down what occurs
immediately before and immediately after ear covering from a list of
predetermined options.
c. Tiana collects data on client outbursts throughout the day at the workshop. She divides each day into 20 minute intervals and records whether or not the behavior occurred in each interval.
d. Gregory takes data on the rate of Cameron’s screeching during table time, at lunch time, during group activity, and during recess.
e. Carmen provides the Motivation Assessment Scale to her client’s teachers to determine the likely maintaining variables of her client’s peer aggression. |
|
Definition
| d. Gregory takes data on the rate of Cameron’s screeching during table time, at lunch time, during group activity, and during recess. |
|
|
Term
James is using the ABA service delivery model and monitors and evaluates the program. He determines the program is not effective. What should he do next?
Identify the problem
Develop the plan
Implement the plan
Revise the plan |
|
Definition
|
|
Term
Timmy tells his BCBA he dreams of winning the spelling bee. To win the spelling bee, Timmy must be able to accurately spell a generalized set of words up to 7 letters in length. In order to be entered into the spelling bee, Timmy must first demonstrate being able to spell a random sample of 5 words from a list of 50. To prepare for this his BCBA has him do fluency practice for 10 minutes each day with words from the list provided. The BCBA also works with Timmy each week for an hour in which he reads a variety of 4-7 letter words, Timmy attempts to spell them, and the BCBA provides feedback and identifies letter sounds for Timmy to practice identifying; the target for this practice is for Timmy to spell 10 novel words correctly on 3 different sessions. Select the best example of a short-term objective
.
a. Win the spelling bee
b. Demonstrate spelling a random sample of 5 words from a given list
c. Practice for 10 minutes each day with the given list of words |
|
Definition
| c. Practice for 10 minutes each day with the given list of words |
|
|
Term
Remy, the BCBA, meets with Artemis’ family for a discussion about Artemis’ tantrums. Remy says she understands how hard it must be to work around the
tantrums and she admires the parents for persevering and reaching out for assistance. She asks Artemis’ mother to tell her how often tantrums occur and about the circumstances around them. Afterwards, she thanks the parents for their time and documents information obtained during the conversation. Which type of indirect assessment does this describe?
a. Records review
b. Structured form
c. Behavioral interview |
|
Definition
|
|
Term
Jade wants to become a pediatrician. She is currently in college and must get an A in her organic chemistry course and maintain a 3.9 GPA. To do this she needs to complete her assigned homework by Friday each week, spend 2 hours each week studying her textbook’s practice questions, and do flashcard practice for at least 15 minutes. She will then need to apply to several med schools and get into at least one, pass all of her courses in med school, and obtain a residency in pediatrics. Select the best example of an intermediate outcome from this scenario:
A. Become a pediatrician
B. Get into medical school
C. Complete her assigned homework each week
D. Practice with her flashcards for 15 minutes each day |
|
Definition
| B. Get into medical school |
|
|
Term
Mia collects data on a student’s disruptions while at school. She records rates of this behavior on the playground, cafeteria, classroom, and music room. Mia compares rates to identify if there are conditions in which behavior occurs at higher and lower
rates and considers what the similarities and differences between those conditions
would be. What is this an example of?
a. Narrative recording
b. ABC data collection
c. Scatterplot
d. Data collection across conditions |
|
Definition
| d. Data collection across conditions |
|
|
Term
Which of the following describes the use of a structured form?
a. Marlon requests access to his new client’s cumulative folder and sees that he was held back in the first grade, and was identified as having a learning
disability in second grade.
b. Otis asks caregivers to rate the severity of Carla’s hitting behavior on a
likert scale.
c. Kelly sits down with caregivers and asks a wide range of questions such as
when the individual wakes up and goes to bed, what medications they take
and medical issues or concerns.
d. Peter observes Lois engaging in skin picking and records what happens right
before she engages in skin picking and immediately after she skin picks. |
|
Definition
| b. Otis asks caregivers to rate the severity of Carla’s hitting behavior on a
likert scale. |
|
|
Term
Stephanie is conducting a preliminary assessment with a new client. She explains services to the client and gives them a form with a series of questions to complete. These questions ask about problems with behavior, under what type of conditions
these behaviors are more and least likely, and what events tend to follow the occurrence of these behaviors. Which type of indirect assessment does this
describe?
a. Records review
b. Structured form
c. Behavioral interview |
|
Definition
|
|
Term
Camile has recently been contacted by a parent for ABA services for their child who engages in rumination. After determining who can give consent, Camile reviews their current case load, the number of individuals they are providing supervision too as well as their caseloads. Camile has had extensive experience working with individuals who engage in rumination. They determine that they and several of their supervisees have enough available time to serve the individual. What step in conducting a preliminary assessment does this describe?
a. Determine who has the authority to give consent for services
b. Determine if you have the permission, skills, time, and resources to
begin the assessment and to provide the follow-up behavioral services
c. Complete initial intake paperwork or the equivalent (mainly clerical)
d. Initial review of available records/data
e. Meet the client, if appropriate, for initial observations
f. Document the “disposition” |
|
Definition
| b. Determine if you have the permission, skills, time, and resources to begin the assessment and to provide the follow-up behavioral services |
|
|
Term
April has received a referral regarding an eight year-old child who engages in aggressive behavior at home. She has discussed this case with the child’s mother, and has determined that it does indeed seem to be a behavior problem, and that behavioral services are appropriate. What does April need to determine next?
A. Basic information about the case
B. Whether the problem is behavioral and
amenable to behavioral treatment
C. Whether other services may be required
D. Whether she is qualified and available to take the case |
|
Definition
Whether she is qualified and available to
take the case |
|
|
Term
BCBA Kirsten is working with Tobias, a two-year-old with a diagnosis of autism spectrum disorder. Tobias has recently been emitting short vocalizations in the form of babbling. He will reliably echo syllable sounds like “ba” and “wa.” Tobias is often frustrated when certain items are out of reach like his formula bottle but will not evoke vocalizations unless prompted. Which of the following would be considered the most socially valid goal for this client?
Tobias will access any item that he seems motivated for contingent on any vocal utterance
Tobias will be able identify various types of formula bottles and their critical attributes
Tobias will reliably emit one-syllable vocalizations to request desired items and will discriminate between different items
Tobias will reliably emit whole-word vocalizations that correspond to desired items |
|
Definition
Tobias will reliably emit one-syllable vocalizations to request desired items and will discriminate between different items
Socially valid goals are those that lead to meaningful behavior change, are acceptable by those involved in treatment, and lead to behavior change that is useful for the environment. In this case, Tobias has started emitting short vocalizations but gets frustrated when unsuccessfully communicating his wants and needs. Therefore, teaching Tobias to use his vocalizations to request desirable items has high social validity. Emitting vocalizations that correspond to items might be useful; however, it doesn’t address the need for Tobias to request his wants and needs. Accessing any item for which he is motivated may lead to increased vocalizations but would be problematic in that there are likely certain stimuli that he cannot have access to (i.e., sharp objects). Identifying formula bottles might help with discrimination between stimuli, but it does not lead to an increase in meaningful, vocal responding. |
|
|
Term
Dorian was hired to consult with a behavioral therapy training center about an online behavior technician training package they rolled out recently. Dorian plans an evaluation of customers who purchased this training package whenever they log in to complete coursework. Their scores will be compared to scores on the previous training package, and consumers will be asked to complete a questionnaire about the relevance of the course content. What is the very next step that Dorian should take as part of the social validity assessment?
collect and summarize the data
identify the individual who will conduct the assessment
identify who to evaluate in the assessment
monitor progress and reconcile any low scores |
|
Definition
identify the individual who will conduct the assessment
Once we determine what will be assessed and how it will be assessed, we move to determining who should conduct the assessment. This is an important step, as there may be cultural or other factors that influence the interview dynamic. At this point, Dorian has already identified who will be evaluated in the assessment, an early step in the process. Additionally, collecting data and monitoring progress are both done while the assessment is being conducted and afterwards. |
|
|
Term
Dixie has recently finished implementing a modified treatment package for reducing problem behavior during mealtimes for one of her clients. She has decided to visit the client’s home an hour or so before mealtime to discuss the importance of the outcomes. What should the behavior analyst have done as part of the social validity assessment prior to selecting when to evaluate?
Establish who will conduct the assessment
Gather data and summarize the information
Identify what behaviors Dixie will assess
Identify who Dixie plans on evaluating |
|
Definition
Identify who Dixie plans on evaluating
At this stage in the assessment, Dixie has an idea of what she would like to assess—outcomes of the mealtime program. She also has identified who will conduct the assessment based on what will be assessed. The next step is to identify who will be evaluated. For example, will Dixie talk with the client’s father or the client themselves? Or both? Gathering and summarizing data is done during and after the assessment itself. |
|
|
Term
Dorian was hired to consult with a behavioral therapy training center about an online behavior technician training package they rolled out recently. Dorian plans an evaluation of customers who purchased this training package whenever they log in to complete coursework. Their scores will be compared to scores on the previous training package, and consumers will be asked to complete a questionnaire about the relevance of the course content. What is the very next step that Dorian should take as part of the social validity assessment?
collect and summarize the data
identify the individual who will conduct the assessment
identify who to evaluate in the assessment
monitor progress and reconcile any low scores |
|
Definition
identify the individual who will conduct the assessment
Once we determine what will be assessed and how it will be assessed, we move to determining who should conduct the assessment. This is an important step, as there may be cultural or other factors that influence the interview dynamic. At this point, Dorian has already identified who will be evaluated in the assessment, an early step in the process. Additionally, collecting data and monitoring progress are both done while the assessment is being conducted and afterwards. |
|
|
Term
Dixie has recently finished implementing a modified treatment package for reducing problem behavior during mealtimes for one of her clients. She has decided to visit the client’s home an hour or so before mealtime to discuss the importance of the outcomes. What should the behavior analyst have done as part of the social validity assessment prior to selecting when to evaluate?
Establish who will conduct the assessment
Gather data and summarize the information
Identify what behaviors Dixie will assess
Identify who Dixie plans on evaluating |
|
Definition
Identify who Dixie plans on evaluating
At this stage in the assessment, Dixie has an idea of what she would like to assess—outcomes of the mealtime program. She also has identified who will conduct the assessment based on what will be assessed. The next step is to identify who will be evaluated. For example, will Dixie talk with the client’s father or the client themselves? Or both? Gathering and summarizing data is done during and after the assessment itself. |
|
|
Term
What is the purpose of interviews when assessing the social validity of goals?
help prioritize potential targets
ensure accurate procedures
guarantee adherence to treatment
ensure caregivers accept the targets you select |
|
Definition
help prioritize potential targets
The purpose of interviews when assessing the social validity of goals is to help prioritize potential targets. The accuracy of the procedures and adherence of treatment are related to treatment integrity, not social validity. Caregivers accepting the targets you select is not necessarily related to social validity since they might accept a target that has no major benefit to the client. |
|
|
Term
Normative comparison would likely be best used for which situation?
to help set the duration of bruthing teeth for an adult
to determine how long to keep an arm still for a blood draw
to identify the appropriate speed for an employee bagging groceries |
|
Definition
to identify the appropriate speed for an employee bagging groceries
Toothbrushing would be better measured by the cleanliness of the teeth rather than the duration of brushing. For example, one might brush for 3 minutes, but only one side of the teeth and not clean the rest. One would need to keep an arm still for as long as needed for the person drawing the blood to finish the task. The best scenario in which social comparisons could be useful is in determining how fast a person working at a store needs to put groceries in a bag. |
|
|
Term
Identifying the number of people involved in treatment and whether there are enough people would address which risk factor?
prior training of mediator
sufficient personnel
appropriate setting
experience of behavior analyst |
|
Definition
sufficient personnel
Whether there are enough people to implement the needed treatment has to do with having the sufficient personnel. This is not related to the safety of the setting where treatment is implemented or the competency of the behavior analyst or mediators. |
|
|
Term
Sheryl is identifying if support staff are willing to carry out the program as designed. She is assessing which risk factor?
appropriate setting
risk to other
stakeholder buy-in
liability to the behavior analyst |
|
Definition
stakeholder buy-in
Willingness to implement the treatment has to do with stakeholder buy-in. This is not related to the safety of the setting where treatment is implemented, potential risks to others, or the liability to the behavior analyst. |
|
|
Term
Leif has recently transitioned to a less restrictive education setting with age-ranged peers. His intervention primarily involves a DRA schedule for hand-raising that also puts calling out on extinction. There are several teacher’s aids in the classroom who are all undergraduate student interns. These teacher’s aids are expected to follow through with Leif’s current program to maintain hand-raising in the classroom. The BCBA assigned to Leif’s case is concerned that there may be treatment integrity issues that will need to be eliminated to increase treatment efficacy. Which of the following risk factors is the behavior analyst taking into consideration?
how well the mediator is trained
whether the setting is appropriate
whether there is personal liability
whether there is sufficient personnel |
|
Definition
how well the mediator is trained
Everything we do involves a certain level of risk; some situations more than others. In this case, Leif is considering treatment integrity. Specifically, he is considering the risk of poor treatment integrity based on the training of the implementer. Setting and staffing are not of concern here, as there is an appropriate number of staff members available, and the setting is appropriate for the intervention. While personal liability might be a factor, it is not an explicit consideration in this scenario. |
|
|
Term
A parent of a client has provided feedback on in-home services. She is pleased overall with the program, including specific teaching procedures. However, she expressed concerns with lack of social skills training. What would be an appropriate course of action for the behavior analyst?
continue with program as designed, as 2 of 3 areas are satisfactory
discuss potential social skills training procedures and means to include them
ressign the entire program from scratch
apologize for not providing the service |
|
Definition
discuss potential social skills training procedures and means to include them
If a person that needs to implement a procedure expresses concerns about training, the behavior analyst should take the steps to address those concerns. The behavior analyst should not ignore those concerns or redesign the entire program. |
|
|
Term
Burrhus is a seven-year-old boy who is actively refusing to brush his teeth and engages in aggressive behavior when his parents try to brush his teeth. This has been going on for a few months and his parents are concerned that this might lead to bacterial tooth decay. His parents seek out the aid of a behavior analyst but are adamant about avoiding intrusive or coercive strategies. They do not want Burrhus to be “forced” to brush his teeth. Which of the following would be considered the most socially valid procedure for this client?
Establish a shaping procedure using differential reinforcement to increase approximations of the toothbrush contacting Burrhus's mouth
Implement a procedure that removes toothbrushing as a target in Burrhus's programming and allow Burrhus to contact the behavior spontaneously
Remind the parents about the importance of toothbrushing and clarify that most dentists recommend that parents brush their children's teeth
Suggest a graduated guidance procedure that used physical prompting and gestures to teach Burrhus to engage in toothbrushing |
|
Definition
Establish a shaping procedure using differential reinforcement to increase approximations of the toothbrush contacting Burrhus's mouth
Social validity of procedures involves buy-in of all parties involved; meaning, they like the intervention and how it works. In this case, the parents have clearly indicated their discomfort with aversive strategies. Therefore, a shaping procedure would likely have the highest level of buy-in; it involves systematic behavior change with the use of positive reinforcement. It seems clear that the parents recognize the importance of toothbrushing, so “reminding” them of this is insulting and patronizing. Removing toothbrushing from instruction would also likely not be socially valid, as the parents indicate their interest in teaching this skill. Graduated guidance requires physical guidance from one individual to another. This physical interaction is intrusive and can be seen as coercive and therefore would not be appropriate for this family and their needs. |
|
|
Term
Hildi is a consultant at a lawncare company who is observing some of their high performers as they engage in daily tasks. She is interested in seeing whether they complete certain jobs quickly and accurately. She plans to validate performance standards for the low performers of the company based on these observations. What is the behavior analyst assessing?
the social validity of goals through a norm-referenced assessment
the social validity of goals through a normative comparison
the social validity of procedures through a behavioral interview
the social validity of procedures through a normative comparsion |
|
Definition
the social validity of goals through a normative comparison
When using a normative comparison, we must ask ourselves about the expected performance of others in the same environment. Here, Hildi is identifying expectations (goals) for one population (low performers) by identifying expected performance of another part of that population (high performers). Procedures are not assessed here, as there is no information on what the intervention itself looks like. Additionally, a norm-referenced assessment would identify performance of the “norm” group. For example, a norm-referenced assessment might identify that all employees at lawncare companies can perform maintenance on various lawn equipment with a certain level of fluency. |
|
|
Term
[image]
From this graph we can conclude:
only that treatment integrity was poor
the intended treatment was ineffective
the intended treatment was ineffective, and integrity was poor |
|
Definition
only that treatment integrity was poor
We cannot say whether treatment is ineffective since there was low treatment integrity. The treatment could have been effective if implemented accurately, but we don’t have this information. |
|
|
Term
[image]
This graph indicates:
treatment was effective
treatment had little effect
cannot tell effectiveness based on this data |
|
Definition
treatment had little effect
Since treatment had little effect when implemented accurately, we can conclude that it was ineffective. |
|
|
Term
[image]
This graph shows:
support that treatment likely had the desire effect
support that treatment did not have the desired effect
cannot tell from these data |
|
Definition
support that treatment likely had the desire effect
Since treatment was implemented accurately and performance improved over time, we can conclude that this intervention is likely to be effective—but this needs to be confirmed with an experimental design to rule out potential threats to internal validity. |
|
|
Term
Sadie, a BCBA at a behavior therapy center is supervising her RBT Rodrigo as he implements a verbal behavior procedure during DTT. Sadie has broken down the procedure into discrete units of behavior where Rodrigo must identify which verbal operant he is training, prepare materials, get the client’s attention, and so on. Sadie is interested in the total percentage of steps that Rodrigo can perform correctly. What is the next step the behavior analyst should take when assessing treatment integrity?
compare data collected to predetermined criteria
define the steps of the selected treatment
measure implementation through direct observation
select which treatment to measure |
|
Definition
measure implementation through direct observation
Sadie has done much of the preparation prior to direct observation. She has already identified the procedure to observe and measure—the verbal behavior procedure during DTT. Additionally, she has broken down the procedure into its discrete steps so that she can measure each independently. Next, she can measure treatment implementation and directly observe the behavior. Once she obtains treatment integrity data, she can compare those data to any predetermined criteria and determine what modifications, if any, need to be made. |
|
|
Term
OBM consultant Sherrod is assessing the accuracy of treatment implementation by managers at the bottling company where he works. He determines that he will look specifically at the conditions under which feedback is delivered and the type of feedback delivered by management. What should the behavior analyst have done as part of assessing treatment integrity prior to selecting the type of treatment integrity data to use?
compare data collected to predetermined criteria
define the steps of the selected treatment
measure implementation through direct observation
report the results of the indirect assessment |
|
Definition
define the steps of the selected treatment
When assessing treatment integrity, we must take steps in a logical order. First, we need to determine the treatment to monitor and break it down into its component steps. Then, we select the type of data to obtain. In this case, Sherrod has identified the treatment to observe and now needs to identify the intervention’s steps. After identifying the steps, Sherrod can measure implementation and ultimately compare all collected data with any predetermined criteria. Remember that we cannot measure treatment integrity effectively unless we know the steps to the treatment; otherwise, we have no way of knowing if the employee is implementing things as written and designed. |
|
|
Term
Which of the following is an example of an error of omission?
Darien is probing the occurrence of mands for attention from her client by delievering a prompt to tap her arm
Darien presents the array to the client who responds incorrectly and then Darien provides a phyiscal prompt during a gestural prompt trial
Darien presents the instruction but does not verfiy the prompt level and misses the delievry of a supplemtnal stimulus |
|
Definition
Darien presents the instruction but does not verfiy the prompt level and misses the delievry of a supplemtnal stimulus
An error of omission occurs when something is left out of a procedure; something was supposed to be done but it wasn’t. Here, Darien did not engage in a response that was required—he did not verify the prompt level or deliver a supplemental stimulus. An error of commission occurs when something is added to the intervention that should not be there. The presentation of a physical prompt during a gestural-prompt trial is an error of commission, where something was added when it should not have been. Prompting a mand during a probe assessment is also an error of commission. |
|
|
Term
Which of the following is an example of an error of commission?
Cam is assessing treatment integrity for his three RBTs; he identifies the target behavior but does not specify whether he is measuring global of specific treatment integrity
Cam is contriving mand opportunities for his client by removing an item from the environment; the client becomes frustrated and slaps Cam, so he delievers the missing item
Cam was distracted during a DRO procedure to reduce his client's SIB and missed the sound of his timer, so he does not deliever the programmed reinforcer at the specified time |
|
Definition
Cam is contriving mand opportunities for his client by removing an item from the environment; the client becomes frustrated and slaps Cam, so he delievers the missing item
An error of commission occurs when something is added to the intervention when it should not have been. In this example, providing a stimulus contingent on problem behavior is an example of commission. Specifically, Camillo added something that should not have been present. An error of omission occurs when Camillo does not deliver a reinforcer when the schedule dictated; he left something out. Measuring treatment integrity without specifying global or specific responses is also an error of omission; something that should have been done (identify global vs. specific responses) was not done. |
|
|
Term
For the past year, Nikita has been carrying out a reduction procedure to reduce the intensity of head slaps. Lately intensity has increased, but reduction procedures have not been used. What is the likely issue?
lack of generalization
treatment drift
competing contingencies |
|
Definition
treatment drift
There is no indication that treatment is being implemented in new settings or with new clients, etc. Therefore, lack of generalization doesn’t seem to be the issue. Also, there is no indication of competing contingencies influencing the implementation of treatment. As a result, treatment drift would be more suspect—deterioration of treatment integrity over time. |
|
|
Term
For the past year, Nikita has been carrying out a reduction procedure to reduce the intensity of head slaps. Lately intensity has increased, but reduction procedures have not been used. What is the suggested solution?
booster training sessions
reprioritize tasks
simplify procedure |
|
Definition
booster training sessions
Since Nikita was carrying out the intervention accurately before, it doesn’t seem the intervention was hard to implement (i.e., needs to be simplified or procedures prioritized). A solution could be to provide some additional training to strengthen treatment integrity. |
|
|
Term
Kenny is interviewing caregivers as part of a functional assessment to identify maintaining variables for a client’s maladaptive behaviors. When Kenny asks the caregiver when behaviors occur, the parent answers “I don’t know, I think she is doing [the behavior] because she’s mad.” The parent’s answers is:
A) Subjective
B) Objective |
|
Definition
|
|
Term
Claudia is implementing a treatment plan for a client to increase the skill of ordering lunch at a local food truck. Claudia asks the client, stakeholders, and co-workers about the appropriateness of this goal and the procedures that she is planning to use to teach this skills to the client. She implements the goal and monitors results over time to determine if any changes need to be made. Has Claudia measured social validity for all areas of her treatment as indicated by best practice guidelines?
A) Yes
B) No |
|
Definition
|
|
Term
Lilly is assessing a treatment for social validity with stakeholders. She meets with stakeholders and presents them with a list of potential target behaviors. She asks them rate each goal on a scale of 1 to 5 with 1 being least likely to positive outcomes for the client and 5 being very likely to lead to positive outcomes. What type of social validity measure is Lilly using?
Interview
Direct assessment
Rating Scale
Normative assessment |
|
Definition
|
|
Term
Abigail is determining goals to use for a client to increase adherence to daily living tasks. She utilizes the assessment and curricula from Essentials For Living to determine goals most appropriate for the client. What type of social validity assessment is Abigail using?
Direct assessment
Indirect assessment
Rating Scale
Standardized measure |
|
Definition
|
|
Term
Donnovan is designing a treatment to treat the behavior of fake sneezing. He determines that he wants to use a differential reinforcement procedure. He defines the steps of the intervention and determines that he wants to use specific treatment integrity data. He compares his data to predetermined criteria. He is conducting the treatment himself so no additional implementers need to be trained. What step of assessing treatment integrity did Donnovan miss?
A) Comparing data to predetermined criteria
B) Selecting which treatment to measure
C) Determining the type of data to use
D) Measuring implementation through direct observation |
|
Definition
| D) Measuring implementation through direct observation |
|
|
Term
Cameron has decided to implement a chaining procedures to teach handwashing. In order to assess treatment integrity for the procedure, Cameron has decided to collect data on the implementation of each individual step in the task analysis of hand washing. What kind of treatment integrity data is Cameron collecting?
A) Global Scores
B) Specific Data |
|
Definition
|
|
Term
Audrey is a BT that is implementing a token system for correct responding. The protocol says that Audrey should provide a token for every 2 responses. However, Audrey is providing a token for every 3 responses. What treatment integrity error is Audrey engaging in?
A) Omission error
B) Commission error |
|
Definition
|
|
Term
Henrietta is implementing a differential reinforcement of alternative behaviors procedure. The protocol says to reinforce after each instance of the targeted alternative behavior. The client engages in the targeted behavior but Henrietta does not provide reinforcement. What treatment integrity error is Henrietta engaging in?
A) Omission error
B) Commission error |
|
Definition
|
|
Term
Amy wants to graduate from college but first needs to pass 3 more of her psychology classes. Passing one of her classes would be a goal considered at which level of social validity?
A) Distal
B) Intermediate
C) Proximal |
|
Definition
|
|
Term
Kevon wants to be promoted to Area Manager. Which of the following might be a proximal goal for Kevon on his way to this promotion?
A) Have a project approved by the Regional Manger
B) Finish his master’s degree
C) Create an entire new branch and name himself Area Manager |
|
Definition
| A) Have a project approved by the Regional Manger |
|
|
Term
Which of the following would be the best example of a socially valid goal?
Winning a Nobel Peace Prize
Being the first astronaut to land on Pluto
Passing my current ABA course
Winning the lottery |
|
Definition
| Passing my current ABA course |
|
|
Term
The three levels of social validity are:
Broad social goals, behavioral categories, discrete responses
Behavior, antecedent, consequence
Discrete responses, broad behaviors, Consequences
Interview, Analysis, Interpretation |
|
Definition
| Broad social goals, behavioral categories, discrete responses |
|
|
Term
Targeting a student’s attitude in class would be an example of a(n):
A. Objective measure
B.Subjective measure |
|
Definition
|
|
Term
Which would be a objective measure to replace the student’s “attitude” in class.
A. The student’s tone of voice
B. The student’s agitation level
C. How happy the student is in class
D. How many times the student makes comments such as “this is stupid” or “I hate this” |
|
Definition
| D. How many times the student makes comments such as “this is stupid” or “I hate this” |
|
|
Term
Which would be a objective measure to replace the student’s “attitude” in class.
A. The student’s tone of voice
B. The student’s agitation level
C. How happy the student is in class
D. How many times the student makes comments such as “this is stupid” or “I hate this” |
|
Definition
| D. How many times the student makes comments such as “this is stupid” or “I hate this” |
|
|
Term
Aaron is a passionate behavior analyst who wants to provide quality care and change the lives of his clients. Before doing an intake for a 5-year-old boy with autism, Aaron determines that the boy’s parents will be the best determiners of social validity, and that he wants to assess validity prior to, during, and following treatment. Aaron’s next step would be to:
A. Identify who will conduct the assessment
B. Identify what to assess
C. Collect and summarize the data
D. Select methods and tools |
|
Definition
| B. Identify what to assess |
|
|
Term
Angelique is a 6-year-old girl who does not engage in any vocal verbal behavior. Which of these would be a socially valid goal?
A. Identify community helpers
B. Make simple requests using sign or single words
C. State her parent’s names
D. Identify the letters of the alphabet receptively |
|
Definition
| Make simple requests using sign or single words |
|
|
Term
Asking Angelique’s parents what their biggest concern is would be an example of
which method of assessing the social validity of a goal?
A. Interviews/questionnaires
B. Rating scales
C. Normative comparison
D. Norm-referenced assessment/curricula |
|
Definition
| A. Interviews/questionnaires |
|
|
Term
John is a 45-year-old man who resides in a group home. John curses at the staff when they direct him to shower and shave and has cursed at his housemates as well, if they make comments to him. Which of these would be a socially valid goal?
A. John will reduce cursing to zero incidents a month for 6 months.
B. John will follow a picture schedule daily with 100% accuracy.
C.John will follow staff directions 85% of the time.
D. John willl earn to shave and shower independently |
|
Definition
| D. John willl earn to shave and shower independently |
|
|
Term
Determining that reducing cursing to zero is inappropriate as a goal for John because many adults curse from time to time would be an example of which method of assessing the social validity of a goal?
A. Interviews/questionnaires
B. Rating scales
C. Normative comparison
D. Norm-referenced assessment/curricula |
|
Definition
|
|
Term
Determining that reducing cursing to zero is inappropriate as a goal for John because many adults curse from time to time would be an example of which method of assessing the social validity of a goal?
A. Interviews/questionnaires
B. Rating scales
C. Normative comparison
D. Norm-referenced assessment/curricula |
|
Definition
|
|
Term
Demetrius is another adult living in the group home with John. Demetrius loves shopping for his personal items and other preferred household items. Which would be a socially valid goal in this case?
A. Learning to identify money: coins and bills.
B. Learning to balance a checkbook
C. Learning to make a shopping list and find the items in the store.
D. Learning to Identify items as “need” or “want” |
|
Definition
| C. Learning to make a shopping list and find the items in the store. |
|
|
Term
Lily is a 5-year-old who runs around the ESE classroom, grabbing toys from bins and
papers off the walls, and does not stay in her seat. Her teachers are frustrated because it is hard to provide instruction to her.
Which of these would be a socially valid procedure in this case?
A. Seating Lily in a high-chair with a seat-belt throughout the day.
B. Positioning Lily’s chair between a desk and the wall so that teachers can block her from escaping
C. Placing preferred items at the table and waiting for Lily to come and engage with them at the table, and attending to her when she does
D. Using hand over hand prompting to have Lily complete a puzzle before allowing her to roam the classroom. |
|
Definition
| C. Placing preferred items at the table and waiting for Lily to come and engage with them at the table, and attending to her when she does |
|
|
Term
Andre has written an extinction procedure for tantrums maintained by access to
tangibles. He has trained the child’s parents to implement this procedure, modeling it with them in sessions, and practicing in role play. However, he is finding that they are not implementing the procedure in between sessions and have looks of horror on their face when he implements it during session.
Discontinuing the extinction procedure due to lack of parent implementation would be an example of which method of assessing the social validity of a procedure?
A. Interviews/questionnaires
B. Rating scales
C. Participant preference
D. Sustained use |
|
Definition
|
|
Term
Kelly has trained the classroom teacher and paraprofessionals on the use of a crisis management system that includes the use of physical restraint procedures to protect the student and others in emergencies. She has created a checklist of the steps for a specific procedure and plans to collect data on each individual step. What is Kelly’s next step in assessing treatment integrity?
A. Compare data collected to predetermined criteria
B. Measure implementation through direct observation
C. Define the steps of the selected treatment
D. Determine the type of treatment integrity data to use (global or specific) |
|
Definition
| B. Measure implementation through direct observation |
|
|
Term
During her observation, Kelly sees a paraprofessional place her hand on the back of a child’s neck, which is NOT an approved procedure. This represents an error of:
A. Omission
B. Commission |
|
Definition
|
|
Term
Kelly also observes the teacher fail to place their open hand on the child’s upper arm, just above the elbow. This represents an error of:
A. Omission
B. Commission |
|
Definition
|
|
Term
Malik is a 7 year-old who attended an ABA clinic. One of his targets was initiating play with peers, which he learned via role play, and was observed to demonstrate during social skills groups at the clinic. However, his parents reported that when they picked him up from after-school care recently, Malik was sitting on the playground by himself, playing with mulch. This indicates a failure of social validity at which level?
A. Short-term (proximal)
B. Intermediate
C. Long-term (distal) |
|
Definition
|
|
Term
Which of these is an example of a socially valid outcome for a high-school-aged student with an intellectual disability?
A. Received a certificate of attendance
B. Attended prom with a self-selected group of peers, both with and without disabilities
C.Attended an end-of the year- classroom party
D. Received an A in social skills class. |
|
Definition
| B. Attended prom with a self-selected group of peers, both with and without disabilities |
|
|
Term
Loukia worked diligently with her son and their behavior analyst. Her child mastered many skills, their challenging behaviors disappeared, and she was able to reduce the number of psychotropic medications her son took. In addition, her son no longer met the diagnostic criteria for autism. The fact that Loukia’s son no longer met the diagnostic criteria for autism represents which method for assessing the validity of outcomes?
A. Interviews/questionnaires
B. Rating scales
C. Expert evaluation/standardized assessment
D. Test in natural environment |
|
Definition
| C. Expert evaluation/standardized assessment |
|
|
Term
Megan dropped her car off for an oil change. After she picked it up, she immediately got a survey via email asking her questions about her experience. The questions asked her to rate her satisfaction with the experience on a scale of 1-5. This is an example of a(n) ____ measure.
A) Objective
B) Subjective |
|
Definition
|
|
Term
Which of the following is the MOST objective measure?
A) A peer selecting who had the loudest roar out of 3 kids in a roaring contest
B) Playing loud on a piano versus soft and having someone judge if the last song was louder or softer than the previous song
C) Using a sound level meter to determine how many decibels a scream is
D) Seeing if someone can hear you scream their name from 10 feet away |
|
Definition
| C) Using a sound level meter to determine how many decibels a scream is |
|
|
Term
Sarah is in the process of getting ready to evaluate social validity. She identified her client’s parents as important individuals to conduct the assessment with. She will do this pre-intervention. Now that she knows who will be evaluating and when it will take place, what should she do next?
A) Identify what to assess
B) Collect and summarize the data
C) Reconcile any low scores
D) Select methods and tools |
|
Definition
| A) Identify what to assess |
|
|
Term
Janelle is evaluating social validity for an imitation program. Janelle just finished collecting data and is currently summarizing. What is the next step Janelle should complete for the social validity assessment?
A) Identify who will be evaluating
B) Identify what to assess
C) Select methods and tools
D) Reconcile any low scores |
|
Definition
| D) Reconcile any low scores |
|
|
Term
Mariah is weighing the risks and benefits associated with a particular intervention for the client she is working with. Right now, she is unsure if the benefits outweigh the risks because the client spends most of his time at school and teachers are not on board with the protocol. Which general risk factor is Mariah considering?
A) Nature of the behavior
B) Experience of the behavior analyst
C) Buy-in
D) Personal liability |
|
Definition
|
|
Term
Ashley is a BCBA and working with a 3-year-old client, Mike. Mike drops to the ground and screams and cries when he is denied access to mom’s phone. At the center, the team is using a protocol that mom consented to. The procedure involves ignoring the screaming and crying and turning away. Mom just informed Ashley that she is not totally comfortable doing this in public should Mike drop to the ground and start screaming and crying. What should Ashley do?
A) Continue using the current procedure as it is effective and approved
B) Consider a new procedure to reduce the tantrums
C) Beg mom to atleast try it for a week in public and see what happens
D) Ask mom if she can try to not take Mike out in public until they squash this target behavior |
|
Definition
| B) Consider a new procedure to reduce the tantrums |
|
|
Term
I want to ensure that mom is implementing the treatment the way I wrote it. I should collect...
A) Treatment integrity
B) Procedural fidelity |
|
Definition
|
|
Term
To ensure all parts of my thesis are being conducted as written I need to collect some data on proper implementation of all phases of my study (e.g., baseline, treatment, generalization, follow-up). I should collect...
A) Treatment integrity
B) Procedural fidelity |
|
Definition
|
|
Term
Ralph is measuring treatment integrity of the echoics program the therapists are implementing with his client. He has a data sheet that includes all the necessary steps to correctly implement it. He plans to calculate a global score as the technician is proficient in the protocol. What should Ralph do next?
A) Train implementer
B) Select with program to measure
C) Measure implementation through direct observation
D) Define the exact steps in the protocol |
|
Definition
| C) Measure implementation through direct observation |
|
|
Term
Romy is collecting treatment integrity data. She is currently conducting a booster session due to low integrity scores. Which step did Romy just complete prior to conducting the booster session.
A) Write out each step in the treatment
B) Graph the collected data
C) Measure through direct observation
D) Select which treatment to measure |
|
Definition
| B) Graph the collected data |
|
|
Term
Donna is noting the steps specific to a procedure in the sequence in which they should occur to help design a data collection sheet. What steps for assessing treatment integrity would Donna have already completed?
A) Select which treatment to measure
B) Determine the type of integrity data to use
C) Measure the implementation through direct observation
D) Train the implementer if needed |
|
Definition
| A) Select which treatment to measure |
|
|
Term
Alexander is currently using a FR1 to teach his client beginner intraverbal skills. Alexander forgets to deliver the reinforcer on trial 3 after his client’s correct response. Which type of treatment integrity error?
A) Omission
B) Commission |
|
Definition
|
|
Term
Darcy’s mom is only supposed to give Darcy a popsicle when she says, “popsie.” Darcy bangs her hands on the freezer door and her mom opens up the freezer and gives her a popsicle. Which type of treatment integrity error?
A) Omission
B) Commission |
|
Definition
|
|
Term
The BCBA invites someone well versed in verbal behavior to review a video of the communication skills of the client both before and after treatment to identify if improvements were meaningful. Which method for assessing social validity is being used?
A) Behavioral interview
B) Rating scale
C) Expert evaluation
D) Test in the natural environment |
|
Definition
|
|
Term
Jayden ran 2 miles in 26 minutes.
A. Objective
B. Subjective |
|
Definition
|
|
Term
Bella wants to complete a social validity assessment. She has determined that her client’s parents would be the best evaluators and wants to complete the assessment 6 months after the beginning of treatment. What’s the next step?
A. Identify who will be evaluating
B. Determine when to assess
C. Identify what to assess
D. Select methods and tools
E. Identify who will conduct the assessment
F. Collect and summarize the data
G. Reconcile any low scores |
|
Definition
| C. Identify what to assess |
|
|
Term
Max is conducting a social validity assessment. His client’s teacher has completed a rating scale. What should he do next?
A. Identify who will be evaluating
B. Determine when to assess
C. Identify what to assess
D. Select methods and tools
E. Identify who will conduct the assessment
F. Collect and summarize the data
G. Reconcile any low scores |
|
Definition
| F. Collect and summarize the data |
|
|
Term
Which is the best example of a goal that may not be socially valid?
A. A teenager learning to do laundry
B. A 3-year old being taught to mand for preferred items
C. A young, non-verbal child who engages in severe SIB, learning to receptively identify shapes |
|
Definition
| C. A young, non-verbal child who engages in severe SIB, learning to receptively identify shapes – this is likely not a top priority |
|
|
Term
Alan compares the time it takes for his client to complete his morning routine to that of the client’s siblings living in the same home. This represents which method for assessing social validity?
A. Behavioral interview
B. Questionnaire
C. Rating scale
D. Normative comparison
E. Norm-referenced assessment |
|
Definition
|
|
Term
Georgia has interviewed her client’s caregivers and has identified several goals which may be too many to address at once. What might she use to help prioritize the goals?
A. Behavioral interview
B. Questionnaire
C. Rating scale
D. Normative comparison
E. Norm-referenced assessment |
|
Definition
|
|
Term
Priya receives a referral for a client who engages in aggression. Before accepting the case, she wants to find out more information such as the topography, the intensity, and whether there is any danger to the client or others. Priya is considering which risk factor?
A. Appropriateness of setting
B. Sufficient personnel
C. Nature of the behavior
D. Experience of the behavior analyst |
|
Definition
| C. Nature of the behavior |
|
|
Term
Priya is developing a behavior plan for her client. He lives in a group home with 7 other individuals and 2-3 staff at any given time. Based on her assessment, she believes that non-contingent attention every 5 minutes would be the most effective procedure in reducing aggression. However, she is not sure that the staff would be able to do this consistently due to the staff/client ratio. Which risk-factor is she taking into consideration?
A. Sufficient personnel
B. Appropriateness of setting
C. Personal liability
D. Risk to others |
|
Definition
|
|
Term
Rochelle is assessing the procedures in place for her client’s program. Caregivers were initially implementing procedures but now, 6 months later, they are not consistent. When they do implement them, they are not doing so as intended. Rochelle is using which method to assess social validity?
A. Questionnaire
B. Participant preference
C. Interview with caregivers
D. Sustained use
E. Indices of happiness |
|
Definition
|
|
Term
Frederick is assessing treatment integrity for his client’s manding program. He has identified the steps of the program and his method of data collection. What should he do next?
A. Select which treatment to measure
B. Train the implementer
C. Compare data collected to the predetermined criteria
D. Measure implementation through direct observation |
|
Definition
| D. Measure implementation through direct observation |
|
|
Term
Roberta has collected data on implementation of the steps in a toileting program and has compared it to a predetermined criteria. What’s the next step in the process for assessing treatment integrity?
A. Determine the type of data to use
B. Train the implementer if needed
C. Identify steps in the treatment procedure
D. Measure implementation of the procedur |
|
Definition
| B. Train the implementer if needed |
|
|
Term
During mand training, Gabriel’s mother fails to reinforce an appropriate mand for attention. Which type of integrity error is this?
A. Omission
B. Commission |
|
Definition
|
|
Term
Gabriel’s mother has been trained in a procedure to ignore loud vocals as attention has been identified as a reinforcer. She ignores 4 vocalizations, but on the 5th vocalization, she asks him what’s wrong. Which type of error is this?
A. Omission
B. Commission |
|
Definition
|
|
Term
Alana has learned to set the table in the clinic where she receives ABA services but does not set the table at home. Is this result socially valid?
A. Yes
B. No |
|
Definition
| B. No – If she’s not doing it at home in her natural environment, the outcome is not socially valid |
|
|
Term
Alana acquires 5 mands for her most highly preferred items and activities. As mands have increased, SIB has decreased from 10 times per day to less than 1 time per week. Is this a socially valid result?
A. Yes
B. No |
|
Definition
|
|
Term
A BCBA asks her client’s parents to score the ease of implementation of a DRO procedure on a scale of 1-5. The BCBA is assessing which of the following?
A. Social validity of goals through a rating scale
B. Social validity of procedures through interview
C. Social validity of goals through interview
D. Social validity of procedures through rating scale |
|
Definition
| D. Social validity of procedures through rating scale |
|
|
Term
After 6 months of treatment to increase his client’s social interactions, a BCBA observes his client in school to determine whether the frequency of social interactions is similar to that of his client’s peers. The behavior analyst is assessing which of the following?
A. Social validity of goals through interview
B. Social validity of results through normative comparison
C. Social validity of procedures through rating scale
D. Social validity of results through interview |
|
Definition
| B. Social validity of results through normative comparison |
|
|
Term
Hugh is measuring the percentage of trials in which his supervisee correctly presents an antecedent stimulus. He is measuring:
A. Social validity
B. Treatment validity
C. Treatment integrity
D. Content validity |
|
Definition
|
|
Term
My supervisor implements a group training program to increase community outreach. After a month, my supervisor conducts a survey to determine if (a) the program was helpful and (b) the program was easy to implement. In this case, my supervisor is assessing the social validity of:
A. Outcomes
B. Goals
C. Procedures |
|
Definition
|
|
Term
Poor social validity is problematic because it may lead to:
A. Poor adherence to behavioral programs
B. Higher levels of buy-in by caregivers
C. Poor adherence to dependent variables
D. Lower levels of buy-in from those not involved in services |
|
Definition
| A. Poor adherence to behavioral programs |
|
|
Term
Identifying that a first-grader is able to independently complete some self-care routines at school, and using that as a comparison for your first-grade client, is:
A. Establishing social validity by comparison with other-aged peers
B. Establishing social validity by using curriculum-based assessment
C. Establishing social validity by comparison with same-aged peers
D. This is not a method of establishing social validity |
|
Definition
| C. Establishing social validity by comparison with same-aged peers |
|
|
Term
A year after an intervention is discontinued, a supervisor decides to assess whether or not his employees are still implementing the intervention. The supervisor determines that the level of implementation during initial stages of the intervention were around 98%; when assessed a year later, implementation was at around 96%. Based on these data, we can assume:
A. The procedure had low social validity
B. The procedure had high social validity
C. We cannot make any statements about social validity
D. The employees are contacting extinction for intervention implementation |
|
Definition
| B. The procedure had high social validity |
|
|
Term
During a return to baseline, we measure the level at which staff are not implementing the intervention. This is a measure of:
A. Treatment integrity
B. Procedural fidelity |
|
Definition
|
|
Term
Ursula’s mother was inconsistently trained on her daughter’s behavior plan. While the plan was to implement an alternative form of communication in the home, the mother started to try teaching a secondary alternative form of communication as well. This is an error of:
A. Commission
B. Omission |
|
Definition
|
|
Term
Harriet was stressed at work today and decided to skip implementing an error correction protocol during discrete trials. This is an error or:
A. Omission
B. Commission |
|
Definition
|
|
Term
Yuri broke up with his girlfriend. Unfortunately, they work together at the same clinic and often interact throughout the day. Today, Yuri and his girlfriend got into frequent arguments and many of the antecedent manipulations that Yuri’s client needed, were not implemented. This is low treatment integrity due to:
A. Drift
B. Competing contingencies
C. Program complexity
D. Lack of training |
|
Definition
| B. Competing contingencies |
|
|
Term
Gregori typically asks to leave his classroom to go to the nurse’s office. He does this around 10 times per day. After the nurse implements an intervention designed to reduce this, Gregori goes to the nurse’s office about 6 times per day. Which statement about this scenario is true?
A. The goals were not socially significant and the procedures were effective
B. The goals were socially significant and the procedures were not effective
C. The goals were socially significant and the procedures were effective
D. The goals were not socially significant and the procedures were not effective |
|
Definition
| B. The goals were socially significant and the procedures were not effective |
|
|
Term
A school district requires that the district BCBA conducts a new FBA, for each client, at the beginning of each school year. Here, reassessment is:
A. Conducted based on client need
B. Conducted based on funding source requirements
C. Conducted based on curriculum guidelines |
|
Definition
| B. Conducted based on funding source requirements |
|
|
Term
Which would be an objective measure to replace the student’s “popularity” in class.
A. The student’s class presentations
B. The student’s completion of homework C. How happy the student is in class
D. How many social interactions the student has |
|
Definition
| D. How many social interactions the student has |
|
|
Term
Leonardo is a behavior analyst who wants to provide the best care possible for his clients. Prior to doing an intake for a 2-year-old autistic child, Leonardo identifies the parents as the primary stakeholders for the learner. He determines that the parents may be the best people to provide some socially valid information and wants to assess validity prior to, during, and following treatment. Leonardo’s next step would be to:
A. Identify who will conduct the assessment
B. Identify what to assess
C. Collect and summarize the data
D. Select methods and tools |
|
Definition
| B. Identify what to assess |
|
|
Term
Chucky is a 32-year-old man who does not have any verbal behavior. Which of these would be a socially valid goal?
A. Identify community helpers
B. Make simple requests using sign or single words
C. State her parent’s names
D. Identify the letters of the alphabet receptively |
|
Definition
| B. Make simple requests using sign or single words |
|
|
Term
Asking Chucky’s guardian what their biggest concern is would be an example of which method of assessing the social validity of a goal?
A. Interviews/questionnaires
B. Rating scales
C. Normative comparison
D. Norm-referenced assessment/curricula |
|
Definition
| A. Interviews/questionnaires |
|
|
Term
Carmelina is a 27-year-old female who resides in a group home. She often curses at staff when they direct her to brush her teeth. She has also cursed at roommates when they make follow-up comments. Which of these would be a socially valid goal?
A. Carmelina will reduce cursing to zero incidents a month for 6 months.
B. Carmelina will follow a picture schedule daily with 100% accuracy.
C. Carmelina will follow staff directions 85% of the time.
D. Carmelina will learn to brush her teeth independently. |
|
Definition
| D. Carmelina will learn to brush her teeth independently. |
|
|
Term
Determining that reducing cursing to zero is inappropriate as a goal for Carmelina because many adults curse from time to time would be an example of which method of assessing the social validity of a goal?
A. Interviews/questionnaires
B. Rating scales
C. Normative comparison
D. Norm-referenced assessment/curricula |
|
Definition
|
|
Term
Shannon is another adult living in the group home with Carmelina. Shannon loves shopping for her personal items and other preferred household items. Which would be a socially valid goal in this case?
A. Learning to identify money: coins and bills.
B. Learning to balance a checkbook
C. Learning to make a shopping list and find the items in the store.
D. Learning to Identify items as “need” or “want” |
|
Definition
| C. Learning to make a shopping list and find the items in the store. |
|
|
Term
Raven is a 12-year-old who runs around the ESE classroom, grabbing papers and pencils from people’s desks, and does not stay in their seat. The teachers are frustrated because it is hard to provide instruction to them.
• Which of these would be a socially valid procedure in this case?
A. Seating Raven in a high-chair with a seat-belt throughout the day.
B. Positioning Raven’s chair between a desk and the wall so that teachers can block them from escaping
C. Placing preferred items at the table and waiting for Raven to come and engage with them at the table, and attending to Raven when they do
D. Using hand over hand prompting to have Raven complete a puzzle before allowing them to roam the classroom. |
|
Definition
| C. Placing preferred items at the table and waiting for Raven to come and engage with them at the table, and attending to Raven when they do |
|
|
Term
Preston has an extinction procedure in place for headbanging maintained by access to coffee. He has trained the client’s caregivers to implement this procedure, modeling it with them in sessions, and practicing it in role play scenarios. The caregivers have given consent to the procedure. However, they are finding that they are not implementing this well.
• Discontinuing the extinction procedure due to lack of caregiver implementation would be an example of which method of assessing the social validity of a procedure?
A. Interviews/questionnaires
B. Rating scales
C. Participant preference
D. Sustained use |
|
Definition
|
|
Term
Zach has trained several RBTs on how to use a DRA procedure at the clinic. He has created a checklist of the steps for the specific procedure and plans to collect data on each individual step. What is Zach’s next step in assessing treatment integrity?
A. Compare data collected to predetermined criteria
B. Measure implementation through direct observation
C. Define the steps of the selected treatment
D. Determine the type of treatment integrity data to use (global or specific) |
|
Definition
B. Measure implementation through direct observation
Assessing Treatment Integrity
1. Select which treatment to measure
2. Define the steps of the selected treatment
3. Determine the type of treatment integrity data to use (global or specific)
4. Measure implementation through direct observation
5. Compare data collected to predetermined criteria
6. Train implementer if needed |
|
|
Term
During the observation, Zach sees an RBT grab a child’s hand and use physical prompting, which is not part of the procedure. This represents an error of:
A. Omission
B. Commission |
|
Definition
|
|
Term
Zach also observes one of the RBTs forgetting to use verbal prompts before moving to more intrusive prompting in the sequence. This represents an error of:
A. Omission
B. Commission |
|
Definition
|
|
Term
Raphael is a 16 year-old who receives in home services. One of his targets is that he is learning to initiate play with his brothers, which he learned through role play and could demonstrate regularly. However, the parents report that he only plays with Michelangelo and hasn’t begun playing with the other brothers. This indicates a failure of social validity at which level?
A. Short-term (proximal)
B. Intermediate
C. Long-term (distal) |
|
Definition
| B. Intermediate – Failure to generalize |
|
|
Term
Which of these is an example of a socially valid outcome for a high-school-aged student with an intellectual disability?
A. Received a certificate of attendance
B. Attended prom with a self-selected group of peers, both with and without disabilities
C. Attended an end-of the year- classroom party
D. Received an A in social skills class. |
|
Definition
| B. Attended prom with a self-selected group of peers, both with and without disabilities |
|
|
Term
Rahmen has worked with his client for several months. The client has gained many skills and his challenging behavior has reduced to 0 rates. The doctor has also reduced his medication. During a recent visit, the psychiatrist notes that the client no longer meets the diagnostic criteria for Oppositional Defiant Disorder.
• The fact that Rahmen’s client no longer met the diagnostic criteria for ODD represents which method for assessing the validity of outcomes?
A. Interviews/questionnaires
B. Ratingscales
C. Expert evaluation/standardized assessment
D. Test in natural environment |
|
Definition
| C. Expert evaluation/standardized assessment |
|
|
Term
Mary is evaluating social validity for a manding program. Mary has just finished collecting data and is currently summarizing. What is the next step Mary should complete for conducting a social validity assessment?
a. Identify who will be evaluating
b. Determine when to assess
c. Identify what to assess
d. Select methods and tools
e. Identify who will be conducting the assessment
f. Collect and summarize the data
g. Reconcile any low scores |
|
Definition
| g. Reconcile any low scores |
|
|
Term
Jason wants to identify stakeholders to discuss the social validity of the goals that have been selected for his client. He identifies the teacher, his client’s parent, and a sibling as important individuals to conduct this assessment with. Which step for conducting a social validity assessment does this describe?
a. Identify who will be evaluating
b. Determine when to assess
c. Identify what to assess
d. Select methods and tools
e. Identify who will be conducting the assessment
f. Collect and summarize the data
g. Reconcile any low scores |
|
Definition
| a. Identify who will be evaluating |
|
|
Term
John has been in the workplace the procedures he’s written will be carried out in and is concerned that a combination of the limited staff availability, added to the
additional responsibilities staff members have, will result in poor implementation Which general risk factor is he considering?
a. Nature of the behavior
b. Sufficient personnel
c. If the mediator is well trained
d. Appropriateness of the setting
e. Experience of the behavior analyst
f. Risk to others
g. Buy-in
h. Personal liability |
|
Definition
|
|
Term
Bailey asks the owners of a restaurant questions regarding the value of the prompts and feedback systems that have been added to increase completeness of after-hours cleaning. Which method for assessing social validity is being used?
a. Behavioral interview
b. Questionnaire/Rating scales
c. Participant preference
d. Sustained use |
|
Definition
|
|
Term
Erica goes back to the school she consulted with last month to see if they are still implementing the token economy she had instituted. Which method for assessing social validity is being used?
a. Behavioral interview
b. Questionnaire/Rating scales
c. Participant preference
d. Sustained use |
|
Definition
|
|
Term
Brandon is measuring treatment integrity of the echoics program the therapists are
implementing with his client. He has a data sheet that includes all the necessary
steps to correctly implement it. He plans to calculate a global score as the technician is proficient in the protocol. What is the next step Brandon should complete to assess treatment integrity?
a. Select which treatment to measure
b. Define the steps of the selected treatment
c. Determine the type of treatment integrity data to use
d. Measure the implementation through direct observation
e. Compare data collected to predetermined criteria
f. Train implementer if needed |
|
Definition
| d. Measure the implementation through direct observation |
|
|
Term
Eric is currently using a FR1 to teach his client beginner intraverbal skills. Eric forgets to deliver the reinforcer on trial 3 after his client’s correct response. Which type of treatment integrity error?
a. Omission
b. Commission |
|
Definition
|
|
Term
Sara is noting the steps specific procedure in the sequence in which they should occur to help design a data collection sheet. What steps for assessing treatment integrity would Sara have already completed?
a. Select which treatment to measure
b. Define the steps of the selected treatment
c. Determine the type of treatment integrity data to use
d. Measure the implementation through direct observation
e. Compare data collected to predetermined criteria
f. Train implementer if needed |
|
Definition
| a. Select which treatment to measure |
|
|
Term
Rachel compares Ron’s red meat consumption to the American Heart Association's
recommendation to determine how great a reduction in Ron’s red meat consumption will be appropriate/meaningful to his health. Which method for
assessing social validity is being used?
a. Behavioral interview
b. Rating scales
c. Normative comparison
d. Norm-referenced assessment or curricula |
|
Definition
| d. Norm-referenced assessment or curricula |
|
|
Term
Adele asks her clients to rate the importance of some potential social skill goals to determine a hierarchy which will guide treatment. Which method for assessing social validity is being used?
a. Behavioral interview
b. Rating scales
c. Normative comparison |
|
Definition
|
|
Term
Brittany’s supervisor has collected data on Brittany's adherence to the teaching
procedure being used to teach hand-washing to a client. The supervisor compares the data collected to the set criterion for implementation of the procedure and identifies that Brittany is inappropriately deviating from the procedures as-written. Which step for assessing treatment integrity does this describe?
a. Select which treatment to measure
b. Define the steps of the selected treatment
c. Determine the type of treatment integrity data to use
d. Measure the implementation through direct observation
e. Compare data collected to predetermined criteria
f. Train implementer if needed |
|
Definition
| e. Compare data collected to predetermined criteria |
|
|
Term
Darcy’s mom is only supposed to give Darcy a popsicle when she says, “popsie.” Darcy bangs her hands on the freezer door and her mom opens up the freezer and
gives her a popsicle. Which type of treatment integrity error?
a. Omission
b. Commission |
|
Definition
|
|
Term
Yehudis invites Rhea who is well versed in verbal behavior to review a video the communication skills of the client both before and after treatment to identify if
improvements were meaningful. Which method for assessing social validity is being
used?
a. Behavioral interview
b. Questionnaire/Rating scales
c. Expert evaluation
d. Normative comparison
e. Norm-referenced assessment
f. Test in the natural environment |
|
Definition
|
|
Term
Teraycia, a supervisor, has taught her trainee/supervisee how to use the BST model to teach a skill. Teraycia now watches her trainee/supervisee train a new employee in implementing a program. Which method for assessing social validity is being used?
a. Behavioral interview
b. Questionnaire/Rating scales
c. Expert evaluation
d. Normative comparison
e. Norm-referenced assessment
f. Test in the natural environment |
|
Definition
| f. Test in the natural environment |
|
|
Term
James is supposed to only provide reinforcement for his client correctly tacting items. He reinforces incorrect responses as well. Which type of treatment integrity error is this?
a. Omission
b. Commission |
|
Definition
|
|
Term
Chase is supposed to provide reinforcement for his client correctly answering questions. Chase forgets to provide reinforcement. Which type of treatment integrity error is this?
a. Omission
b. Commission |
|
Definition
|
|
Term
Stephanie is planning a social validity assessment for her toilet training program. She has decided an interview will be the most appropriate method. What should she do next?
a. Conduct the interview
b. Identify who is best to conduct the interview
c. Determine who to interview |
|
Definition
| b. Identify who is best to conduct the interview |
|
|
Term
Kay has tested out 2 different error correction procedures. She set up sessions in which she used one type exclusively and correlated with colored card. She then allowed the client to select the condition before session. How is the analyst assessing social validity?
a. Normative comparison
b. Client preference
c. Sustained use |
|
Definition
|
|
Term
| Leann is tracking how well a technician is following the designed teaching procedures. She has determined that she wants data to reflect overall performance, will all steps included. What should she have already done? a. Measured the technician’s performance b. Conduct follow-up training c. Compared the data d. Defined the steps in the teaching procedure |
|
Definition
| d. Defined the steps in the teaching procedure |
|
|
Term
Judy compares the rates of school absences for her client after treatment against the national average for their age group. What is Judy assessing?
a. Social validity of goals
b. Social validity of results |
|
Definition
b. Social validity of results
what method?- norm reference |
|
|
Term
Bill shows teachers examples of essays written by his client before and after his writing intervention. The teachers score each paper. How is Bill assessing the social validity of the results of his intervention?
a. Norm-referencing
b. Real-world use
c. Expert evaluation
d. Interview |
|
Definition
|
|
Term
The analyst identified a need to reduce aggression towards their client’s peers. To identify termination criteria, they watch a classroom of same age individuals and count episodes of aggression. What is the analyst assessing?
a. Social validity of goals
b. Social validity of procedures |
|
Definition
a. Social validity of goals
-What method did they use? Normative Comparison |
|
|
Term
The purpose of stimulus preference assessments is to identify:
preferred stimuli
reinforcers
both |
|
Definition
preferred stimuli
Preference assessments are designed to identify preferred stimuli with the idea that these stimuli MAY function as reinforcers. However, in order to identify whether or not a stimulus actually functions as a reinforcer, a reinforcer assessment must be conducted. |
|
|
Term
An indirect preference assessment should also identify items that the client or caregiver would prefer NOT to use in treatment.
true
false |
|
Definition
true
The goal of a preference assessment is to identify items or activities that could be used as consequences during treatment. Therefore, it is important to identify items or activities people will be willing to use in the natural environment. This relates to social validity. |
|
|
Term
In addition to not evoking problem behavior, naturalistic assessments are advantageous for some individuals because they:
Are less likely to train a side bias
Do not require a verbal repetoire
Take into account individual differences
Are subjective |
|
Definition
Do not require a verbal repetoire
Since the individual is typically engaging with items or activities freely available in the environment, there is no need to request for said items therefore negating the need for a verbal repertoire. |
|
|
Term
Which measure is typically used for comparing relative preference for different stimuli and activities in a naturalistic observation?
percent acceptance
rank order
duration of engagement
latency to response |
|
Definition
duration of engagement
Relative preferences check the preference for one stimulus versus another. To compare preferences between stimuli in a naturalistic observation, stimuli would be available at the same time and one would measure the amount of time engaged with one stimulus versus the others—time allocation. |
|
|
Term
Direct preference assessments include:
Asking the client directly for their preferences
Observing the client's behavior
Directing the client to accept the preferences of peers |
|
Definition
Observing the client's behavior
Direct preference assessments directly identify a person’s preferences, using direct observation. Asking a person about their preferences is not directly observing their preferences. Directing the client to accept the preferences of peers is related to toleration and not to identifying the preferences of the individual. |
|
|
Term
Ashleigh is a behavior technician who is interested in determining which items a client will work for during a center-based ABA session. Ashleigh has gathered several items that she has observed the client interacting with in the past. First, Ashleigh places a toy car and tracks in front of the client to see if they approach it. The client grabs the car and begins to race it on the track. What should Ashleigh do next?
Present another item at the same time
Record an approach and engagement with the item
Remove the car and track and wait 10 seconds before presenting the next item
Wait for the client to approach the item and allow access |
|
Definition
Record an approach and engagement with the item
The steps to a single stimulus preference assessment are: (1) Present the item; (2) wait for approach or remove if no engagement; (3) take data; (4) start the next trial. In this example, Ashleigh has presented the item and waited for approach. The next step would be to take data by recording the approach and engagement. |
|
|
Term
Andy is getting ready to conduct a PS preference assessment with six items. How many trials will Andy need to run?
1
6
12
15 |
|
Definition
15
The formula for determining the minimum number of trials is: n (n-1)/2, so the number of trials for six items would be calculated as such: 6(5)/2 = 15. |
|
|
Term
Jenny is a BCBA who is working with a client to complete a paired-stimulus preference assessment. Jenny collects stimuli to use in the preference assessment and places two items in front of the client. What should Jenny do next when conducting this preference assessment?
Record the data
Remove the item not selected
removed the item selected and replace with another item
Wait for approach, the allow access to the item seleced |
|
Definition
Wait for approach, the allow access to the item seleced
The steps for a paired-stimulus preference assessment are: (1) Present two items; (2) wait for approach and allow access to the selected item and remove the other; (3) record data; (4) start next trial. Because Jenny has already presented the two items, she should now wait for the client to select an item. |
|
|
Term
The primary advantage of the multiple-stimulus methods over the paired-stimulus method is that multiple-stimulus methods are:
less subjective
less likely to evoke problem behavior
more efficient |
|
Definition
more efficient
Each of the various direct preference assessments has different advantages and disadvantages. While multiple-stimulus methods may be slightly less accurate than the paired-stimulus method, multiple-stimulus methods are more efficient and consume less time. |
|
|
Term
In which assessment are all stimuli presented on every trial?
single-stimulus
paired-stimulus
multiple-stimulus with replacement
multiple-stimulus without replacement |
|
Definition
multiple-stimulus with replacement
The multiple-stimulus with replacement assessment involves replacing all stimuli on every trial. |
|
|
Term
If you want to get a clear preference hierarchy, which preference assessment should you use?
single-stimulus
paired-stimulus
multiple-stimulus with replacement
multiple-stimulus without replacement |
|
Definition
multiple-stimulus without replacement
A multiple-stimulus without replacement assessment is going to be the most likely assessment to result in a preference hierarchy from this list. Remember, on the MSW assessment, the client might select the same stimulus on every trial because it's replaced in the assessment. Single operant is actually a reinforcer assessment and not a preference assessment. The single-stimulus can result in uniformly high results, where the subject approaches and interacts with each stimulus because only one stimulus is presented at a time. |
|
|
Term
Katie is a behavior technician and student of behavior analysis. She is working with her BCBA supervisor to collect information about their client’s preferences. Her client attends a center-based setting, and Katie tells the client that they can go play and enjoy the toys in the room. Katie watches her client and records information about items that her client manipulates. How is Katie assessing her client’s preferences?
Through a behavioral interview
Through an MDWO preferrence assessment
Through naturalistic observation
Through using a rating scale |
|
Definition
Through naturalistic observation
Naturalistic observation is a duration-based direct observation used to identify preferred stimuli in which the primary measure is the amount of time an individual engages with items in their natural environment. In this example, we see Katie providing free access to potentially preferred items in the natural environment of the clinic. If she were using an MSWO, she would have selected specific items to assess and systematically assessed preference for each of them. A behavioral interview or rating scale would have been an indirect assessment with a caregiver to review potentially preferred activities and items. |
|
|
Term
Cindy is working with her client to find preferred items for table tasks. Cindy gathers six toys and places the toys on the table in front of her client. She gives the instruction, “Choose one,” and the client reaches for the bouncy ball. When the client has played with the ball for 20 seconds, Cindy asks the client to hand it back and re-presents all six items in a different order. What type of preference assessment method is Cindy using?
single-stimulus
paired-stimulus
multiple-stimulus with replacement
multiple-stimulus without replacement |
|
Definition
multiple-stimulus with replacement
A multiple-stimulus with replacement preference assessment includes presenting three or more items and returning the selected item to the array. In this example, we see Cindy present six items. After the bouncy ball is chosen, she places it back into the array for the next trial. For an MSWO, the bouncy ball would not have been put back into the array. For a single-stimulus preference assessment, only the bouncy ball would have been presented instead of an array. For a paired-stimulus preference assessment, the bouncy ball would have been paired with only one other item for that trial. |
|
|
Term
Katie is a behavior technician and student of behavior analysis. She is working with her BCBA supervisor to collect information about their client’s preferences. Her client attends a center-based setting, and Katie tells the client that they can go play and enjoy the toys in the room. Katie watches her client and records information about items that her client manipulates. How is Katie assessing her client’s preferences?
Through a behavioral interview
Through an MDWO preferrence assessment
Through naturalistic observation
Through using a rating scale |
|
Definition
Through naturalistic observation
Naturalistic observation is a duration-based direct observation used to identify preferred stimuli in which the primary measure is the amount of time an individual engages with items in their natural environment. In this example, we see Katie providing free access to potentially preferred items in the natural environment of the clinic. If she were using an MSWO, she would have selected specific items to assess and systematically assessed preference for each of them. A behavioral interview or rating scale would have been an indirect assessment with a caregiver to review potentially preferred activities and items. |
|
|
Term
Cindy is working with her client to find preferred items for table tasks. Cindy gathers six toys and places the toys on the table in front of her client. She gives the instruction, “Choose one,” and the client reaches for the bouncy ball. When the client has played with the ball for 20 seconds, Cindy asks the client to hand it back and re-presents all six items in a different order. What type of preference assessment method is Cindy using?
single-stimulus
paired-stimulus
multiple-stimulus with replacement
multiple-stimulus without replacement |
|
Definition
multiple-stimulus with replacement
A multiple-stimulus with replacement preference assessment includes presenting three or more items and returning the selected item to the array. In this example, we see Cindy present six items. After the bouncy ball is chosen, she places it back into the array for the next trial. For an MSWO, the bouncy ball would not have been put back into the array. For a single-stimulus preference assessment, only the bouncy ball would have been presented instead of an array. For a paired-stimulus preference assessment, the bouncy ball would have been paired with only one other item for that trial. |
|
|
Term
Which of the following preference assessment methods may be most prone to false positives?
single-stimulus
paired-stimulus
multiple-stimulus with replacement
multiple-stimulus without replacement |
|
Definition
single-stimulus
While there are some occasions where an MSWO will produce some false positives such as in situations where the hierarchy is reversed due to a “best for last phenomenon,” single-stimulus presentation has a greater chance of producing false positives due to the undifferentiated response. |
|
|
Term
Which of the following preference assessment methods may be more sensitive to relative preferences and allows one to include a large number of stimuli?
single-stimulus
paired-stimulus
multiple-stimulus with replacement
multiple-stimulus without replacement |
|
Definition
paired-stimulus
A paired-stimulus assessment allows the participant to select between items, showing relative preferences. Because two items are presented at a time, discrimination is not too difficult. Single-stimulus does not identify relative preferences because items are presented one at a time. Discrimination could be compromised when presenting too many items on a multiple-stimulus assessment—either with or without replacement. |
|
|
Term
| Which method produces the most unselected stimuli? |
|
Definition
multiple-stimulus with replacement
The multiple-stimulus with replacement produces the most unselected stimuli. |
|
|
Term
Seraphine is conducting a free operant preference assessment with a client. She arranges a variety of toys the client reported as preferred in the play area. Seraphine then brings the client to the play area and the client picks up a toy. She immediately starts a timer and writes down the choice of toy. She continues to record the items selected and the duration of interaction with each until the 15-minute session is over. What should Seraphine do next?
Allow the client to freely access all items in the play area for the duration of the session
Present only one item at a time and record the duration of interaction with each item
Rank the items based on the total duration of engagement with each item
Record the latency from the client dropping one item and interacting with another item |
|
Definition
Rank the items based on the total duration of engagement with each item
Based on the scenario, Seraphine has already presented all items, allowed the client free access to these items, and recorded the duration of engagement with each stimulus; the next step is to rank the items based on the total duration of engagement per item. Remember that the steps for completing a free-operant preference assessment are: Present all items that may be preferred, then allow free access to these items for the entire session; record the duration of engagement; rank the items based on duration of engagement. Allowing the client to access all items freely in the play areas was one of the earlier steps that Seraphine already completed. Presenting only one item at a time and recording the duration of interaction with the item would more closely resemble a single-choice duration preference assessment. Recording the latency from the client dropping an item to picking up another is not a measure that is recorded in free-operant assessments and would not be considered a necessary step. |
|
|
Term
Casey is assessing her client’s preference for a variety of digital applications on a tablet computer. She sits down at a table across from her client, selects one of the applications, and places the tablet on the table in front of the client. Once the tablet is placed on the table, Casey starts a two-minute timer. What should Casey do next when conducting this single-item duration preference assessment?
Allow the client free access to the tablet and record the duration of interaction with each application
Observe during the 2 minutes and start a second timer as soon as the client interacts application
Present another tablet with a different application and ask the client to pick one
Select another application on the tablet and place it in front of the client while starting a 2 minute timer |
|
Definition
Observe during the 2 minutes and start a second timer as soon as the client interacts application
In this scenario, the next step after Casey presents the tablet and starts the two-minute timer is to observe the client during the two-minute interval and start a timer as soon as the client interacts with the tablet. Remember that the steps for a single-item duration preference assessment start with presenting one item and starting a two-minute timer; observing the client for the two-minute interval and start a second timer as soon as they begin interacting with the item, once the interval expires the items are removed, and lastly, the duration data from both timers is recorded. Selecting another application on the tablet and placing it in front of the client while starting a two-minute timer would not be the next step in this scenario because the initial two-minute timer had just started. If Casey had just finished recording duration data from both timers for the first application, presenting another application for another interval would be the next step. Presenting another tablet with a different application would not occur in a single-item duration assessment but it might be more closely related to a paired-stimulus or paired-choice assessment. Allowing the client free access to the tablet and recording the duration of interaction with each application more closely resembles the procedure for a free operant assessment. |
|
|
Term
Janean is working with a family to complete an initial assessment for a client who was referred for ABA services to address behaviors associated with autism spectrum disorder. Janean schedules a meeting with just the parents and asks about which items will motivate the client to complete tasks and act as reinforcers. How is Janean assessing the preferences of her client?
Through a behavioral interview
Through a free operant preference assessment
Through a multiple-stimulus without replacement assessment (MSWO)
Through a single-stimulus preference assessment |
|
Definition
Through a behavioral interview
A behavioral interview includes a meeting with the client or stakeholders to ask about things that may function as preferences for the individual, which is what we see Janean doing in this example. All three of the other options are direct-preference assessment methods that would include having the client and items present to assess preference for the items hypothesized to be preferred systematically. |
|
|
Term
Artem is preparing a daily living skills training program for one of his clients and needs to identify preferred items to use as reinforcers. He takes the client to a room where a variety of playthings are scattered around and easily accessible. Artem continuously observes his client while noting the items they interact with and recording the duration the client spends with each item. What type of preference assessment method is Artem using?
Free operant
Multiple-stimulus with replacement (MSW)
Paired-choice
Single-item duration |
|
Definition
Free operant
In this scenario, Artem is allowing the client to freely access multiple items while recording the duration of engagement, which describes a free operant preference assessment. Remember that in a free operant preference assessment, all items are presented to the individual at once and they are allowed free access; during this, the behavior analyst records the duration of engagement with each of the items. The single-item duration preference assessment presents only one item at a time and a timer (timer 1) is started to allow the client two minutes of access to the item. If the client interacts with the item at any point, another timer (timer 2) is started; timer 2 is stopped if the client stops engaging with the item. Had the scenario described Artem as providing only one item to the client at a time, while at the same time maintaining two timers (one for total duration and one for duration of interaction), this would more closely resemble a single-item duration preference assessment. The multiple stimulus with replacement (MSW) preference assessment is a selection-based assessment that presents all items in an array; the client is instructed to select an item (e.g., “pick one”) and the selection is recorded. If the scenario had Artem presenting the items to the client in an array, while delivering an instruction to pick one and recording the item selected, the MSW would more closely apply. The paired-choice preference assessment is a selection-based assessment that presents two items at a time; the client is instructed to select an item and the selection is recorded. This process is repeated several times with each item being presented with every other item; once on the left and then again on the right. If Artem had presented only two items at a time while instructing the client to select one item, the paired-choice preference assessment would more closely apply. |
|
|
Term
Cherie is assessing her client’s preference by presenting an array of items and allowing the client to choose one; when Cherie retrieves the item from the client, she does not replace the item in the array for the next trial. What type of preference assessment method is Cherie using?
Free operant
Multiple-stimulus with replacement (MSW)
Multiple-stimulus without replacement (MSWO)
Single-item duration |
|
Definition
Multiple-stimulus without replacement (MSWO)
A multiple stimulus without replacement includes presenting three or more items to the individual, and then removing the selected item from the array. In this example, Cherie has presented an array, allows selection, and has removed the item from the next array. In a single-stimulus assessment Cherie would only present one item at a time. For free operant, Cherie would allow selection from the natural environment. For MSW, Cherie would place the item back into the next presentation of the field. |
|
|
Term
Jaspreet is a behavior technician who is helping her BCBA conduct an assessment on a new client. Jaspreet’s BCBA instructs her to gather stimuli, present two items at a time, and to record which item the client reaches for first. What type of preference assessment is Jaspreet using?
Free operant
Multiple-stimulus with replacement (MSW)
Paired-choice
Single-item duration |
|
Definition
Paired-choice
A paired-stimulus preference assessment is a direct, trial-based assessment in which pairs of items are presented and approach is measured. In this example we see Jaspreet presenting items two at a time (in pairs) and recording which the client selects. In a free operant assessment, Jaspreet would be providing access to a large variety of items the client could engage with as they choose. For an MSW, there would be a field of items larger than two. For a single-stimulus assessment, only one item would be presented. |
|
|
Term
Denise is assessing her client’s preference for a variety of plastic kitchen items. She begins the session by offering a plastic orange to the client and starting a timer for two minutes. The client picks up the toy and Denise immediately starts a second timer that stays on as long as the client continues to play with the toy. Once the two-minute timer expires, Denise records the duration data gathered from both timers and repeats the process with another item. What type of preference assessment method is Denise using?
free operant
paired-stimulus
single-item duration
single-stimulus |
|
Definition
single-item duration
In this scenario, Denise presents one item at a time and uses two timers to record total duration and interaction duration. This describes a single-choice preference assessment. Remember that the single-item duration preference assessment presents only one item at a time and a timer (timer 1) is started to allow the client two minutes of access to the item. If the client interacts with the item at any point, another timer (timer 2) is started; timer 2 is stopped if the client stops engaging with the item. This example is not a free operant assessment because in a free operant preference assessment, all items are presented to the individual at once and they are allowed free access. During this period, the behavior analyst records the duration of engagement with each of the items. If the scenario had Denise arranging a variety of items in an area and the client freely chose which item to interact with, then this would more closely resemble a free operant assessment. The single-stimulus preference assessment is a selection-based assessment in which a single item is presented, and the behavior analyst records whether the client approached or interacted with that time. If Denise had presented the items individually and recorded whether the client approached the item, but did not record duration of the interaction, this would more closely resemble a single-stimulus preference assessment. The paired-stimulus preference assessment is a selection-based assessment that presents two items at a time; the client is instructed to select an item and the selection is recorded. This process is repeated several times with each item being presented with every other item; once on the left and then again on the right. If Denise had presented only two items at a time while instructing the client to select one item, the paired-choice preference assessment would more closely apply. |
|
|
Term
Gina is a lead behavior technician who is working with her BCBA to complete a client’s re-assessment. The BCBA has asked Gina to gather items and activities that have worked in the past, and to present the items one at a time to observe if the client approaches the item. If the client doesn’t approach the item, the BCBA has instructs Gina to remove it and present the next item. What type of preference assessment is Gina using?
Free operant
Multiple-stimulus with replacement (MSW)
Multiple-stimulus without replacement (MSWO)
Single-stimulus |
|
Definition
single-stimulus
A single-stimulus preference assessment is a direct preference assessment in which a single item is presented, and approach is measured. In this example, we see Gina presenting items one at a time and measuring approach. If she were conducting an MSW or MSWO, we would see her present multiple items at a time instead of just one. For a free operant assessment, Gina would have allowed the client to engage with a variety of items rather than placing single items in front of them. |
|
|
Term
Carsyn has a client who frequently engages in athletic activities during their reinforcement period. She organizes a list of activities that the client might enjoy (e.g., riding a bike, swimming, playing basketball, etc.) and wants to present them to the client so they can select. Carsyn wants to identify at least three activities that are highly preferred. Her client typically struggles with intraverbals and with scanning arrays of more than two items but can perform match-to-sample targets relatively well. Given this, which preference assessment should Carsyn use?
free operant
MSW
Paired-stimulus with pictorial stimuli
paired-stimulus with vocal stimuli |
|
Definition
| paired-stimulus with pictorial stimuli Based on this scenario, Carsyn should use the paired-stimulus with pictorial stimuli preference assessment. This assessment is similar to the paired-choice preference assessment, which is a selection-based assessment that presents two items at a time; the client is instructed to select an item and the selection is recorded. The benefits of using pictorial stimuli is that the items or activities which would normally be difficult to present together can be included in the assessment. It would not be practical for Carsyn to present a bicycle or a large basketball together and have the client select. The pictorial assessment would be more appropriate. Paired-stimulus with vocal stimuli is similar to the paired-choice assessment with the difference being that no visual stimuli are used, only vocal stimuli. Since the client struggles with intraverbals, the paired-stimulus with vocal stimuli would not be an appropriate assessment to use. The multiple-stimulus with replacement (MSW) preference assessment is a selection-based assessment that presents all items in an array; the client is instructed to select an item (e.g., “pick one”) and selection is recorded. Similar to a paired-choice assessment that does not use pictorial stimuli, an MSW would not be appropriate for this scenario. An MSW with pictorial stimuli may be more appropriate. In a free operant preference assessment, all items are presented to the individual at once and they are allowed free access; during this, the behavior analyst records the duration of engagement with each of the items. Free operant preference assessments do not readily identify a preference hierarchy; Carsyn needs to identify more than one potentially reinforcing activity. |
|
|
Term
BCBA Keon works with a client, Jayson, whose preferences for certain items often change several times a day. Keon would like to identify at least three highly-preferred items to ensure Jayson is motivated during their sessions. Jayson can tolerate when demands are placed or when preferred items are removed without engaging in problem behavior. Keon makes sure he can schedule several hours to complete the assessment. Given this, which preference assessment should Keon select?
free operant
MSW
paired-stimulus
single-stimulus |
|
Definition
paired-stimulus
In this scenario, Keon should select the paired-stimulus preference assessment. Remember that the paired-stimulus preference assessment is a selection-based assessment that presents two items at a time; the client is instructed to select an item and the selection is recorded. This process is repeated several times with each item being presented with every other item, once on the left and then again on the right. The advantages of the paired-stimulus assessment are that it is more sensitive than the single-stimulus assessment at identifying preferred items and it is likely to identify multiple preferred items by establishing a preference hierarchy. Paired-stimulus preference assessments can be used with individuals who do not engage in problem behavior when demands are placed or when preferred items are removed. Keon needed to identify more than one potential reinforcer so establishing a preference hierarchy was important. Jayson did not engage in problem behavior when demands were placed or items removed, so the paired-stimulus assessment is the best choice. The single-stimulus preference assessment is a selection-based assessment in which a single item is presented, and the behavior analysts record whether the client approached or interacted with that time. The disadvantages of the single-stimulus assessment is that it is likely to yield false positives and it does not establish a preference hierarchy. Since Keon needed to establish a preference hierarchy, the single-stimulus assessment is not appropriate. The multiple-stimulus with replacement (MSW) preference assessment is a selection-based assessment that presents all items in an array; the client is instructed to select an item (e.g., “pick one”) and selection is recorded. Although the MSW has the potential to identify preference hierarchies, it is not guaranteed if the client interacts with only one or a few items each time. In order to identify a clear preference hierarchy, a paired-stimulus assessment is more appropriate. In a free operant preference assessment, all items are presented to the individual at the same time, and they are allowed free access. During this period, the behavior analyst records the duration of engagement with each of the items. The free operant preference assessment is not likely to identify a preference hierarchy if the client only engages with one or few items during the session and would not be appropriate for this scenario. |
|
|
Term
Prasad is a parent of a child with autism who has limited vocal-verbal mand skills. Prasad’s child will often say, “Go car,” but Prasad is not sure where he wants to go. Prasad’s son has a history of being able to select pictures of items from an array and match to sample. Prasad wants to know what his son’s top three favorite places are for outings. Prasad would like to do this several times a week in as little time as possible. Given this, which preference assessment would be most appropriate for Prasad to use with his son?
free operant
MSWO with pictorial stimuli
paired-stimulus
single-stimulus |
|
Definition
MSWO with pictorial stimuli
The multiple-stimulus without replacement (MSWO) preference assessment is a selection-based assessment that presents all items in an array; the client is instructed to select an item (e.g., “pick one”) and selection is recorded. Once a selection is made, the item is then removed from the array and the client is asked to make another selection. The advantages of MSWOs is that they are efficient to complete and can provide a clear preference hierarchy. An MSWO with pictorial stimuli is similar to the MSWO; the only difference being the use of pictorial stimuli instead of the actual object. Since Prasad is unable to present two different locations together, a picture of these locations would likely be the most appropriate method to present these stimuli. The paired-stimulus preference assessment is a selection-based assessment that presents two items at a time; the client is instructed to select an item and the selection is recorded. This process is repeated several times with each item being presented with every other item, once on the left and then again on the right. This procedure runs into issues similar to those of an MSWO in that the physical object is required to present to the client. A paired-stimulus with pictorial stimuli may also be effective but one of the disadvantages of paired-stimulus assessments is that they are more time-consuming than other assessments. The single-stimulus preference assessment is a selection-based assessment in which a single item is presented, and the behavior analysts record whether the client approached or interacted with that time. A disadvantage of the single-stimulus assessment is that it will not yield a preference hierarchy. Since Prasad was interested in identifying more than one reinforcing location, the single-stimulus assessment would not be appropriate. In a free operant preference assessment, all items are presented to the individual at the same time, and they are allowed free access. During this period, the behavior analyst records the duration of engagement with each of the items. Free operant preference assessments do not readily identify a preference hierarchy—Prasad wants to identify more than one potentially reinforcing location. |
|
|
Term
Denisa is a BCBA who is completing a preference assessment with her client. The client engages in high-intensity challenging behavior when asked to give up preferred items. Given this, which preference assessment method is most appropriate for Denisa to use?
free operant
MSO
MSWO
paired-choice |
|
Definition
free operant
If a client engages in challenging behavior when asked to relinquish an item, then a free-operant assessment would be most appropriate. Paired stimulus, MSWO, and MSW all require giving back an item, which may lead to challenging behavior. Using a free operant allows the client to choose which items to engage with and when to move to a new item, and the BCBA can track the duration of time spent engaging with each item. |
|
|
Term
Celeste works with a client a few hours each week and has been struggling to identify effective reinforcers. The client usually stops responding after several trials with the same reinforcer, hindering their progress. She would like to build a list of preferred items to use during each session. Celeste’s time with her client is limited but she would like to be able to run several assessments per session to keep up with her client’s changing preferences. Given this, which preference assessment should Celeste use?
free operant
MSO
MSWO
paired-choice |
|
Definition
MSWO
In this scenario, the preference assessment Celeste should use is the MSWO. The multiple-stimulus without replacement (MSWO) preference assessment is a selection-based assessment that presents all items in an array; the client is instructed to select an item (e.g., “pick one”) and selection is recorded. Once a selection is made, the item is then removed from the array and the client is asked to make another selection. The advantages of MSWOs is that they are efficient to complete and can provide a clear preference hierarchy. The multiple-stimulus with replacement (MSW) preference assessment is a selection-based assessment that presents all items in an array; the client is instructed to select an item (e.g., “pick one”) and selection is recorded. Once a selection is made, the selected item is placed back in the array and the entire array is presented once more. A major disadvantage of the MSW is that it is unlikely to yield a clear preference hierarchy because previously selected items are maintained in the array, not removed. The paired-choice preference assessment is a selection-based assessment that presents two items at a time; the client is instructed to select an item and the selection is recorded. This process is repeated several times with each item being presented with every other item, once on the left and then again on the right. One disadvantage of the paired-choice assessment is that it is time-consuming and takes longer than an MSWO. In a free operant preference assessment, all items are presented to the individual at the same time, and they are allowed free access; during this period, the behavior analyst records the duration of engagement with each of the items. One disadvantage of the free operant preference assessment is that it is not likely to yield a preference hierarchy, especially if the individual only interacts with one or few items. |
|
|
Term
Armand is a BCBA and needs to conduct a preference assessment with a client. In past assessments, Armand’s client has been challenged by choosing among many stimuli, sometimes choosing more than one item to play with at a time. Given this, which preference assessment method would be most appropriate for Armand to use?
MSOW with pictorial stimuli
MSW
Paired-stimulus
single-item duration |
|
Definition
single-item duration
In this example, the client has struggled to select from a field and often tries to select multiple items. For an MSWO, MSW, and paired-stimulus, the client would be expected to select only one item from a field and would therefore not be appropriate for this client. Thus, the single-item duration would be most appropriate for this client. |
|
|
Term
Bear: + - + + NR + + + +
Train: NR - - + - - + + - +
M&Ms: + + + + + + + + + +
Coloring: - NR + + + + + NR NR -
Based on the above data. What was the number of no responses for trains?
A) 1
B) 3
C) 2
D) 0 |
|
Definition
|
|
Term
Bear: + - + + NR + + + +
Train: NR - - + - - + + - +
M&Ms: + + + + + + + + + +
Coloring: - NR + + + + + NR NR -
Based on the above data. What was the number of approaches for bear?
A) 1
B) 4
C) 7
D) 5 |
|
Definition
|
|
Term
There were 10 approaches, 0 avoidances, and 0 no responses for M&Ms. Based on this data, what would the percent of approaches be for the M&Ms?
A) 50%
B) 75%
C) 0%
D) 100% |
|
Definition
|
|
Term
There were 4 approaches, 5 avoidances, and 1 no response for trains. Based on this data, what would the percent of approaches be for the trains?
A) 50%
B) 60%
C) 40%
D) 100% |
|
Definition
|
|
Term
[image]
A) 25 %
B) 50%
C) 0%
D) 100% |
|
Definition
|
|
Term
Helen has identified 4 different preferred items and activities from her caregivers that include a doll, trucks, popper toy, and book. Helen first presents the book and records that the client engages for 45 seconds. She then presents the popper toy and the client engages for 1 minute. Next she presents the doll and records 30 second interaction. Last she presents the trucks and records a 35 second interaction.
Based on Helen’s single-item preference assessment, which item would be considered most preferred?
A) Popper toy
B) Trucks
C) Book
D) Doll |
|
Definition
|
|
Term
John identified 9 different items during a preliminary assessment that he wants to include in a paired-stimulus preference assessment. How many trials will John have in his preference assessment?
A) 9
B) 48
C) 72
D) 36 |
|
Definition
D) 36
Trials = 9(9-1)/2 = 9(8)/2 = 36
Paired-Stimulus Assessment
- Number of trials = n (n-1) / 2 |
|
|
Term
What is evident when the selection of stimuli in a preference assessment is controlled by location rather than the items themselves?
A) Position Bias
B) Vocal Preference
C) Location Preference
D) Trial Based Preference |
|
Definition
|
|
Term
In order to identify Johnny’s reinforcers, Matt decides to ask Johnny’s mother what he likes. Asking Johnny’s mom would be an example of:
A. Indirect
B. Naturalistic
C. Trial-based
D. Duration-based |
|
Definition
|
|
Term
Matt decided to set Johnny up in an enriched environment. Matt collected data on items in the room including known preferred toys, activities, and foods. Matt then collected data on approach and duration of engagement. What type of preference assessment did Matt conduct?
A. Multiple stimulus
B. Single stimulus
C. Paired choice
D. Naturalistic observation |
|
Definition
| D. Naturalistic observation |
|
|
Term
The following problem(s) are associated with the single stimulus method
A. indiscriminate responses
B. potential for false positives
C. potential for false negatives
D. A and B
E.Aand C |
|
Definition
|
|
Term
Adele is conducting a single-stimulus preference assessment. She places an action figure in front of her client, and they pick it up and look at it. What should Adele do next?
A. Place the next toy on the table
B. Take the action figure back from the client C. record the engagement with the item
D. wait for the child to stop playing with the toy |
|
Definition
| C. record the engagement with the item |
|
|
Term
Adele is conducting a paired-stimulus preference assessment. She places a doll and a small dragon in front of her client, and the client picks up the dragon. The next time Adele presents the dragon it should be:
A. in the same position and presented with the doll B. in the other position and presented with the doll
C. in the same position and presented with a different toy
D. in the other position and presented with a different toy |
|
Definition
| D. in the other position and presented with a different toy |
|
|
Term
Matt has 10 toys for which he would like to determine his client’s preference. He places a toy on the table, and records whether the client engages with it. Then he replaces the toy with the next. He repeats this until each toy has been presented 10 times. Matt is conducting which preference assessment procedure?
A. Single stimulus
B. Paired choice
C. Multiple stimulus with replacement
D. Multiple stimulus without replacemen |
|
Definition
|
|
Term
Matt presented five items to his client and recorded which items the client selected. He then presented the remaining 4 items, then the remaining three, then the last two. This is an example of which preference assessment procedure:
A. Single stimulus
B. Paired choice
C. Multiple stimulus with replacement
D. Multiple stimulus without replacement |
|
Definition
| D. Multiple stimulus without replacement |
|
|
Term
Matt presents two items at a time to his client until all items have been paired, and records which items the client selects each time. This is an example of which preference assessment procedure:
A. Single stimulus
B. Paired choice
C. Multiple stimulus with replacement
D. Multiple stimulus without replacement |
|
Definition
|
|
Term
Matt assessed an array of five items to his client several times. His client kept selecting the same item every time. Matt conducted which preference assessment procedure?
A. Single stimulus
B. Paired choice
C. Multiple stimulus with replacement
D. Multiple stimulus without replacement |
|
Definition
| C. Multiple stimulus with replacement |
|
|
Term
Matt set up a variety of toys on the table in front of his client and recorded the duration of time they spent engaging with each. Which preference assessment procedure did Matt conduct?
A. Free operant
B. Multiple stimulus
C. Naturalistic observation
D. Single-stimulus duration |
|
Definition
|
|
Term
Matt has 5 toys for which he would like to determine his client’s preference. He places a toy on the table, and for two minutes, records the duration of time the client engages with it. At the end of two minutes, he replaces the toy with the next and starts the timer again. Matt is conducting which preference assessment procedure?
A. Free operant
B. Multiple stimulus
C. Naturalistic observation
D. Single-stimulus duration |
|
Definition
| D. Single-stimulus duration |
|
|
Term
When a stimulus is determined to be high preference during an SPA, but does not
function as a reinforcer later, this is referred to as a:
A.Failed assessment
B.False negative
C.False Positive
D.None of the above |
|
Definition
|
|
Term
When a stimulus is an effective reinforcer, but is not identified as a high preference item during an SPA, this is referred to as a:
A.Failed assessment
B.False negative
C.False Positive
D.None of the above |
|
Definition
|
|
Term
What problem arises in the results when all items are equally available during all stimulus preference trials?
A. high potential for false positives
B. high potential for false negatives
C. Position effect can occur if precautions are not taken
D.None of the above |
|
Definition
| B. high potential for false negatives |
|
|
Term
Alfred has severe developmental delays and has difficulty scanning an array. What type of assessment might be most appropriate to use with Alfred?
A. Multiple stimulus
B. Single stimulus
C. Paired choice
D. Naturalistic observation |
|
Definition
|
|
Term
Kristin has identified a number of stimuli which seem to be preferred by her client, Hank. She would like to quickly determine which items are the most and least preferred among these items. What type of assessment should Kristin conduct?
A. Multiple Stimulus
B. Single stimulus
C. Paired choice
D. Naturalistic observation |
|
Definition
| A. Multiple stimulus (without replacement!) |
|
|
Term
Stacey often engages in tantrums when denied access to preferred items. Which method might be best to use to assess Stacey’s preferences?
A. Multiple Stimulus
B. Single stimulus
C. Paired choice
D. Naturalistic observation |
|
Definition
| D. Naturalistic observation |
|
|
Term
Zac sits down with his client’s mom and asks her a few questions about what his client typically spends his time doing, what food he likes, and what toys/items he typically interacts with. Zac is using (a) _______ to assess his client’s preferences.
A) Naturalistic observation
B) Behavioral interview
C) Direct assessment
D) Questionnaire |
|
Definition
|
|
Term
The BCBA observes her client at home for an hour. She follows her client around writing down the activities she does and items she plays with. What type of preference assessment is the BCBA using?
A) Naturalistic observation
B) Behavioral interview
C) Indirect assessment
D) Questionnaire |
|
Definition
| A) Naturalistic observation |
|
|
Term
Hunter is conducting a single-stimulus preference assessment with his client Lloyd. Hunter places some Playdoh in front of Llyod and waits 5 seconds. Llyod does not touch the toy. What should Hunter do next?
A) Record an approach
B) Remove item and record data
C) Record engagement
D) Remove the item and re-present the same item |
|
Definition
| B) Remove item and record data |
|
|
Term
Evette needs to identify a hierarchy of preferred items for her client Rose. Evette selects 5 items based on indirect PA results. Evette creates her datasheet to ensure each item is paired with the other items and so that each item appears on the left and right side. She does this before starting the assessment. What should Evette do next when conducting this PA?
A) Line up all 5 items in an array on the table and ask Rose to pick one
B) Present the first pair of items to Rose and ask her to Pick one
C) Present one item at a time and measure approach
D) Present all 5 items and just watch Rose interact with each one |
|
Definition
| B) Present the first pair of items to Rose and ask her to Pick one |
|
|
Term
Linda is conducting an MSW. She selected 5 items that were identified on the indirect assessment. She placed the 5 items in a straight line in front of the client and asked him to pick one. The client picked a dinosaur. Linda allows him access and records the data. What should she do next?
A) Remove the dinosaur and repeat the assessment with only 4 items
B) Return the dinosaur to the array, rotate, and start next trial
C) Say “good job choosing” and end the assessment
D) Present each item one at a time after the first selection |
|
Definition
| Return the dinosaur to the array, rotate, and start next trial |
|
|
Term
Krista is assessing her client’s preference of 10 different items she selected to include in the assessment. Krista first puts blocks on the table in front of her client and records if he approaches them. Then Krista removes the blocks and puts a car on the table in front of him and records if he plays with it. She continues this pattern until all 10 items have been assessed. Which preference assessment is Krista using?
A) Paired-stimulus
B) MSWO
C) MSW
D) Single-stimulus |
|
Definition
|
|
Term
Aiden is assessing Mindy’s preference of 6 different items. He lines up the 6 items on a table in front of Mindy and asks her to select one of the items. Mindy selects a cheese puff. Aiden grabs another cheese puff and replaces the one that Mindy consumed. Aiden then presents another trial by presenting the 6 items again in front of Mindy on the table and asks her to select one. Which preference assessment is Aiden using?
A) Paired-stimulus
B) MSWO
C) MSW
D) Single-stimulus |
|
Definition
|
|
Term
Abby’s client is motivated by social interaction. She particularly loves piggyback rides, tickles, horsey rides, and playing catch. Given this information, which preference assessment makes the most sense for Abby to use?
A) MSWO
B) MSWO with pictorial stimuli
C) Single-stimulus
D) You cannot assess |
|
Definition
| B) MSWO with pictorial stimuli |
|
|
Term
Nick conducted a single-stimulus preference assessment but unfortunately his client approached every single item yielding a flat distribution. What assessment can Nick use now to help clarify the results and provide a hierarchy?
A) Indirect assessment
B) MSW
C) Single-item duration
D) Naturalistic observation |
|
Definition
|
|
Term
Nina starts assessing her client’s preference by putting 4 toys in front of her client. She starts a timer when her client starts playing with one of the toys and stops the timer when he moves on to a different toy and immediately starts the timer again for timing how long she plays with the next toy. Nina records the length of time her client interacts with each toy. Which preference assessment is Nina using?
A) MSWO
B) Paired-stimulus
C) Free operant
D) Single-stimulus |
|
Definition
|
|
Term
Lauren has a new client who will play with absolutely anything that is available. The client seems to have a large array of preferred items and Lauren wants to start off by narrowing the field. Which assessment can she use to do this?
A) MSWO
B) Indirect
C) Paired Stimulus |
|
Definition
|
|
Term
Frank needs to use a preference assessment frequently throughout a 3-hour session with his client. Which would be the best method for Frank to use given he only has 3 hours and needs to run the assessment 2-3 times?
A) Paired-stimulus
B) MSWO
C) Naturalistic observation
D) Indirect method |
|
Definition
|
|
Term
Michael has excellent motor skills but is unable to visually scan an array of items when multiple items are placed in front of him. Which assessment should be used?
A) Paired-stimulus
B) MSWO
C) Free operant
D) Single-stimulus |
|
Definition
|
|
Term
Manuel has excellent motor skills and is able to visually scan an array of items when multiple items are placed in front of him. The BCBA and client are not pressed for time and are able to spent some time running the appropriate assessment. There is no threat of position bias. Which one should the BCBA select?
A) Free operant
B) Paired-stimulus
C) MSW
D) Single-stimulus |
|
Definition
|
|
Term
George has to conduct a preference assessment for his client. His client tends to engage in aggression towards the therapist when the therapist takes away an item that he is playing with. George’s main concerns is to identify a preferred item(s). He doesn’t care too much about identifying a hierarchy at this point in time. Which preference assessment would be the most appropriate?
A) MSWO
B) Paired-stimulus
C) Free operant
D) Single-stimulus |
|
Definition
|
|
Term
Rudy needs to conduct a preference assessment for his client. Rudy needs a variety of items that may function as a reinforcer that he can use throughout his 1:1 session. He doesn’t really care about identifying a hierarchy and his client has issues with making a selection when presented with options. Considering all these variables, which preference assessment would be the most appropriate?
A) MSWO
B) Paired stimulus
C) Single-item duration
D) Paired stimulus using pictures |
|
Definition
|
|
Term
Lamar observes his client at her daycare and records which items she plays with and for how long. Which type of preference assessment is Lamar conducting?
A. Indirect preference assessment
B. Naturalistic observation |
|
Definition
| B. Naturalistic observation |
|
|
Term
Fiona wants to conduct a preference assessment for her client, Ralphie. She asks Ralphie’s parents and teacher to fill out a questionnaire regarding a variety of activities. Which type of preference assessment is Fiona conducting?
A. Indirect preference assessment
B. Naturalistic observation |
|
Definition
| A. Indirect preference assessment |
|
|
Term
Which of the following is NOT a trial-based preference assessment?
A. Free operant
B. Single-stimulus
C. Paired-stimulus
D. MSW
E. MSWO |
|
Definition
|
|
Term
Blaine is conducting a single-stimulus preference assessment. He presents a stimulus to his client. What should he do next?
A. Wait for approach response
B. Remove the item
C. Ask the client if he likes the item D. Record data |
|
Definition
| A. Wait for approach response |
|
|
Term
Harriet wants to conduct a preference assessment with her client, Emma. When presented with choices, Emma often puts her head down and won’t respond. Which type of preference assessment should Harriet consider?
A. Single-stimulus PA
B. Paired-stimulus PA |
|
Definition
| A. Single-stimulus PA – making a selection is not required |
|
|
Term
Greg wants to quickly conduct a preference assessment for his client, Tom. Tom is able to make selections and tolerates giving up items. Which preference assessment should Greg consider?
A. MSWO
B. Single-stimulus PA
C. Paired-stimulus PA |
|
Definition
|
|
Term
Greg wants to quickly conduct a preference assessment for his client, Tom. Tom is able to make selections and tolerates giving up items. Which preference assessment should Greg consider?
A. MSWO
B. Single-stimulus PA
C. Paired-stimulus PA |
|
Definition
| A. MSWO – since Tom can make selections, MSWO will give more info than SS and it’s faster than PS |
|
|
Term
Ann is conducting a preference assessment for her client Howard. She presents 5 items on the first trial. After Howard selects and has access to his selection, she removes the other items, records data, and re-presents only the 4 unselected items. Ann is conducting which type of PA?
A. Single-stimulus
B. Paired-stimulus
C. MSW
D. MSWO |
|
Definition
|
|
Term
During a free operant preference assessment, Carl presents all of the stimuli to his client. What should Carl do next?
A. Remove items after a selection is made B. Allow free access to the items
C. Instruct his client to select one item only |
|
Definition
| B. Allow free access to the items |
|
|
Term
Alvin’s client often engages in aggression when items are removed. Which of the following would be the best type of preference assessment for Alvin to conduct?
A. Single-stimulus
B. Paired-stimulus
C. MSW
D. MSWO
E. Free operant |
|
Definition
|
|
Term
Which preference assessment is time- consuming but provides a hierarchy of preference?
A. MSW
B. MSWO
C. Paired-stimulus |
|
Definition
|
|
Term
If a client has shown to have a position bias when making selections, which preference assessment may be the most beneficial?
A. Single-stimulus
B. Paired-stimulus
C. MSWO |
|
Definition
|
|
Term
Alicia is conducting a preference assessment to assess her client’s preferred places in the community, including the park, the pool, and Target. Her client is non-vocal but does well with match-to- sample tasks. Which type of assessment should Alicia consider?
A. Vocal assessment
B. Pictorial assessment
C. MSW
D. Single-item duration |
|
Definition
|
|
Term
John is conducting a preference assessment. He presents 5 items to his client and allows him to select 1. On the next trial, he presents all 5 items again. What kind of PA is John conducting?
A. Free operant
B. Paired-stimulus
C. MSW
D. MSWO
E. Single-item duration |
|
Definition
|
|
Term
Ray is conducting a paired-stimulus preference assessment. He presents 2 items and his client does not select either. What should Ray do next?
A. Remove the items and re-present
B. Wait until his client chooses
C. Switch to another type of PA |
|
Definition
| A. Remove the items and re-present |
|
|
Term
Roberta conducted a paired-stimulus preference assessment that does not give her a clear indication of her client’s most highly preferred items. What could she do next to get more information?
A. Conduct a single-stimulus PA
B. Conduct an MSW PA
C. Conduct a single-item duration PA |
|
Definition
| C. Conduct a single-item duration PA |
|
|
Term
Jimmy’s parents indicated that he enjoys strawberries. You present Jimmy with a strawberry after each independent hygiene task he completes. There is no change in Jimmy’s hygiene behavior. Which statement is true?
Strawberries are neither preferred nor a reinforcer
Strawberries are preferred but not a reinforcer
Strawberries are both preferred and a reinforcer
Strawberries are not preferred but are a reinforcer |
|
Definition
| Strawberries are preferred but not a reinforcer |
|
|
Term
Your client tends to swear at you when you tell him it’s time to come off the computer and begin work. Which preference assessment might be best to use in this case?
Unnatural observation
Interviews
Naturalistic observation
Records review |
|
Definition
|
|
Term
Hector attempts to grab both the red and yellow markers when they are placed in front of him. How should you respond when he attempts to grab both items during a PS preference assessment?
Scold him
Allow access to both items and start the next trial
Block access to both items and restart the trial
Mark that both stimuli are preferred |
|
Definition
| Block access to both items and restart the trial |
|
|
Term
After the 1st trial of an MSW preference assessment, where the client chose a triscuit cracker, what happens on the next trial?
A different flavor of triscuit cracker should be placed in the array
The same type of triscuit cracker should be placed in the array
No stimuli should be added to the array
A non-food item should be added to the array |
|
Definition
| The same type of triscuit cracker should be placed in the array |
|
|
Term
Legolas has decided to set Gimli up in an enriched environment. Legolas collected data on items in the shire including known preferred foods, activities, and items. Legolas then collected data on approach and duration of engagement. What type of Stimulus Preference Assessment did Legolas conduct?
A. Multiple stimulus
B. Single stimulus
C. Pairedchoice
D. Naturalistic observation |
|
Definition
| D. Naturalistic observation |
|
|
Term
Mona is conducting a single-stimulus preference assessment. She places an iPad in front of her client, and they pick it up and look at it. What should Mona do next?
A. Place the next item on the table
B. Take the iPad back from the client
C. Record the engagement with the item
D. Wait for the child to stop playing with the iPad |
|
Definition
| C. Record the engagement with the item |
|
|
Term
Phoebe is conducting a paired-stimulus preference assessment. She places a chocolate and a wasabi pea in front of her client, and the client picks up the wasabi pea. The next time Phoebe presents the wasabi pe:
A. It should be in the same position and presented with the chocolate
B. It should be in the other position and presented with the chocolate
C. It should be in the same position and presented with a different food item
D. It should be in the other position and presented with a different food item |
|
Definition
| D. It should be in the other position and presented with a different food item |
|
|
Term
Moses has 10 for which he would like to determine his client’s preferences. He places one item on the table and records whether they engage with it. HE then replaces the item with the next item. He continues this until each food item has been presented 10 times. Moses is conducting which preference assessment procedure?
A. Single stimulus
B. Paired choice
C. Multiple stimulus with replacement
D. Multiple stimulus without replacement |
|
Definition
|
|
Term
Garth presented 5 items to his client Wayne and recorded which items he selected. He then presented the remaining 4 items, then the remaining three, then the last two. This is an example of which preference assessment procedure?
A. Single stimulus
B. Paired choice
C. Multiple stimulus with replacement
D. Multiple stimulus without replacement |
|
Definition
| D. Multiple stimulus without replacement |
|
|
Term
Kreuger set up a variety of toys on the table in front of his client and recorded the duration of time they spent engaging with each. Which preference assessment procedure did Kreuger conduct?
A. Free operant
A. Free operant
B. Multiple stimulus
C. Naturalistic observation
D. Single stimulus |
|
Definition
|
|
Term
Bird has identified a number of stimuli, which seem to be preferred by his client, Sid. He would like to quickly determine which items are the most and lease preferred among these items. What ype of assessment should Bird conduct?
A. Multiple Stimulus
B. Single stimulus
C. Paired choice
D. Naturalistic observation |
|
Definition
|
|
Term
Which of the following is an example of naturalistic observation preference assessment method?
a. Monica passes out a form to each student in her classroom to choose on a scale of 1-10 how valuable each activity is to them
b. Rita seeks to find information about the specific most preferred item. She presents all of the items in an array to his client at the same time and asks the client to choose from the array.
c. Jessica brings her new client into a playroom, where there is a large array of toys and activities available. Jessica sits in the corner and records the amount of time this client spends interacting with items or engaged in activities.
d. Sandra is working with Angela, a client with very little verbal skills. She goes to Angela’s home and watches her play with her sister Pamela and notes which toys or activities she engages with. |
|
Definition
| d. Sandra is working with Angela, a client with very little verbal skills. She goes to Angela’s home and watches her play with her sister Pamela and notes which toys or activities she engages with. |
|
|
Term
A BCBA, recently accepted a new for in-home services. The client has a playroom which the BCBA arranges with several toys to be assessed. The BCBA then observes the client while she plays with items available to her and takes data on the duration of time she spends interacting with each item. Which method of preference assessment?
a. Single-stimulus
b. Paired-stimulus
c. Multiple stimulus with replacement
d. Multiple stimulus without replacement
e. Free operant
f. Single-item duration |
|
Definition
|
|
Term
Mariah presents popcorn, chips, Pop Tart and cookie. The client picks the popcorn. On the next trial Mariah mixes up the array and then
presents the chips, Pop Tart and cookie. Which method
of preference assessment?
a. Single-stimulus
b. Paired-stimulus
c. Multiple stimulus with replacement
d. Multiple stimulus without replacement
e. Free operant
f. Single-item duration |
|
Definition
| d. Multiple stimulus without replacement |
|
|
Term
A BCBA asks her client’s parents to score the ease of implementation of a DRO procedure on a scale of 1-5. The BCBA is assessing which of the following?
A. Social validity of goals through a rating scale
B. Social validity of procedures through interview
C. Social validity of goals through interview
D. Social validity of procedures through rating scale |
|
Definition
| D. Social validity of procedures through rating scale |
|
|
Term
After 6 months of treatment to increase his client’s social interactions, a BCBA observes his client in school to determine whether the frequency of social interactions is similar to that of his client’s peers. The behavior analyst is assessing which of the following?
A. Social validity of goals through interview
B. Social validity of results through normative comparison
C. Social validity of procedures through rating scale
D. Social validity of results through interview |
|
Definition
| B. Social validity of results through normative comparison |
|
|
Term
Carmelina is a 27-year-old female who resides in a group home. She often curses at staff when they direct her to brush her teeth. She has also cursed at roommates when they make follow-up comments. Which of these would be a socially valid goal?
A. Carmelina will reduce cursing to zero incidents a month for 6 months.
B. Carmelina will follow a picture schedule daily with 100% accuracy.
C. Carmelina will follow staff directions 85% of the time.
D. Carmelina will learn to brush her teeth independently. |
|
Definition
| Carmelina will learn to brush her teeth independently. |
|
|
Term
Shannon is another adult living in the group home with Carmelina. Shannon loves shopping for her personal items and other preferred household items. Which would be a socially valid goal in this case?
A. Learning to identify money: coins and bills.
B. Learning to balance a checkbook
C. Learning to make a shopping list and find the items in the store.
D. Learning to Identify items as “need” or “want” |
|
Definition
| C. Learning to make a shopping list and find the items in the store. |
|
|
Term
The BCBA has presented a single item in front of the client. The client approaches the item, the BCBA records the approach data and permits access. Then they remove the item and present another. Which type of assessment is the BCBA using?
a. Single-stimulus
b. Paired-stimulus
c. Single-item duration |
|
Definition
|
|
Term
The BCBA has ample time to conduct an assessment. They need to identify the highest preferred item, but also want a hierarchy of other possible reinforcers. There are no concerns with item removal. Which would be recommended?
a. MSWO
b. Paired-stimulus
c. Free Operant
d. Single-stimulus |
|
Definition
|
|
Term
ASR 14
The BCBA needs to rapidly assess a few items for use during session. Removal is not an issue, but they want to identify multiple items. Which would likely be best to use?
a. Single-stimulus
b. Paired-stimulus
c. MSW
d. MSWO |
|
Definition
|
|
