Term
The direct recipient of the behavior analyst's services is the?
A Stakeholder
B. Legal AUTHORIZED REPRESENTATIVE
c. Client
D. BSC |
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Definition
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Term
An individual other than the client who is impacted by and invested in the BA services.
A Stakeholder
B. Legal AUTHORIZED REPRESENTATIVE
c. Client
D. BSC |
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Definition
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Term
Any individual authorized under law to provide consent on behalf of an individual who cannot provide consent to receive services or participate in research.
A Stakeholder
B. Legal AUTHORIZED REPRESENTATIVE
c. Client
D. BSC |
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Definition
| B. Legal Authorized Representative |
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Term
What are the 3 elements of informed consent?
A. Capacity; Knowledge;Voluntary
B. Assent, Voluntary, Capacity
C. Knowledge;Voluntary;Assent
D. Known of the above |
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Definition
| A. Capacity; Knowledge;Voluntary |
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Term
The client must demonstrate the ability to make an informed decision and understand the implications of the treatment.
A. Voluntary
B. Capacity
C. Knowledge
D.None of the above |
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Definition
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Term
The client's decision must be made freely and without coercion or undue influence.
A. Voluntary
B. Capacity
C. Knowledge
D.None of the above |
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Definition
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Term
The client must be informed about the available treatment options and the potential risks and benefits associated with them.
A. Voluntary
B. Capacity
C. Knowledge
D.None of the above |
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Definition
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Term
Under age 17, or does not have the capacity to formally consent, but still has the right and should be given the dignity to informally communicate agreement or disagreement.
A. Informed Consent
B. Client
C. Assent
D. cAPACITY |
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Definition
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Term
Which of the following is relevant historcal information record for new indidsivual?
A. Past ABA assessment and programs
B. Early Childhood records, treatments
C. Non-ABA intervention and History of relevant behavioral incidents
D. Psychological Evaluations test results, Therapy, or Counseling
E. Relevant Legal History
F. All of the Above |
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Definition
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Term
Which of the following is relevant medical records information record for new indiVIdual?
A. Diagnostic Report, Health Historory, Medication Information.
B. IEP, Past Psychological Records,Academic Records.
C. Bothe A and B |
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Definition
| A. Diagnostic Report, Health Historory, Medication Information. |
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Term
Which of the following is school based records information record for new indidsivual?
A. IEP
B, Attendance Records.
C. Past Aba Assessments
D. Both A and B |
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Definition
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Term
When Accepting New clients which Code of Ethics is relvants?
A. Code Standard 3.03 Accepting Clients
B. Code Standard 2.12 Considering Medical Need.
C.Code Standard 1.16 Self-Reporting Critical Information
D. A and B |
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Definition
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Term
The occurrence of specific stimuli and response classes that are connected to a person’s race, socioeconomic class, age, religion, sexual orientation, ethnicity, disability, nationality, and geographic context.
A. Cultural Identity
B. Cultural Competency
C. Culture |
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Definition
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Term
shape behavior and should be considered in the assessment process.
A. Cultural Identity
B. Cultural Competency
C. Culture |
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Definition
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Term
“the extent to which a group of individuals engage in overt and verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, and predicting how individuals within the group act in specific setting conditions”
A. Cultural Identity
B. Cultural Competency
C. Culture |
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Definition
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Term
Actively engage in professional development activities to acquire knowledge and skills related to cultural responsiveness and diversity. Evaluate own bias and correct it. Which Code is this?
A.Code Standard 1.07 Cultural Responsiveness and Diversity:
B.Code Standard 2.12: Considering Medical Needs
C. Code Standard 3.12 Advocating for Appropriate Services |
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Definition
| A. Code Standard 1.07 Cultural Responsiveness and Diversity: |
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Term
The systematic methods and activities used by behavior analysis to gather information about the function of problem behavior.
A. Indirect Functional Behavior Assessment
B. Direct Functional Assessment
C. Functional Analysis
D. FBA |
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Definition
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Term
Behavioral Interview, Behavioral Checklists, and Rating Scales are a type of what kind of assessment?
A. Indirect Assessments (F.3)
B Direct Assessments (F.3)
C. Descriptive Assessments (F5)
D. Functional Analysis |
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Definition
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Term
rely on the recall and truthfulness of the people who know the client best. Ensures an understanding of natural events that correlate with the behaviors of interest.
A. Indirect Functional Behavior Assessment
B. Direct Functional Assessment
C. Functional Analysis
D. FBA |
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Definition
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Term
The following are what types of assessments: Standardized Tests; Criterion-Referenced Assessments; Curriculum-Based Assessment, Ecological assessment, direct observations, and discrepancy analysis.
A. Indirect Assessement
B. Functional Assessment
C. Direct Assessment |
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Definition
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Term
Assessment procedures that provide measurable and valid information about target behavior.
A. Indirect Assessement
B. Functional Assessment
C. Direct Assessment
D. FBA |
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Definition
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Term
An assessment that compares results, in general, to the problem with which the specific test was designed. The Wide Range Achievement Test-5 (WRAT-5) assesses general grade level performance.
A. Standardized Tests
B. Functional Assessment
C. Direct Assessment
D. FBA |
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Definition
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Term
An individual's performance is compared to a group. Using a bell curve to represent normal distribution and showing where the individual's results “fall on the curve.
A. Standardized Tests
B. Percentile Ranks
C. Grade Equivalent Score:
D. Norm-Referenced |
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Definition
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Term
Average scores are labeled as the 50th percentile, and results reflect deviation from the average score. An individual’s performance percentile means they scored equal to or better than x% of others who took the same test.
A. Standardized Tests
B. Percentile Ranks
C. Grade Equivalent Score:
D. Norm-Referenced |
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Definition
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Term
A learner’s raw score (number of items answered correctly) is compared to the expected grade level performance of a norm group.
A. Standardized Tests
B. Percentile Ranks
C. Grade Equivalent Score:
D. Norm-Referenced |
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Definition
| C. Grade Equivalent Score |
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Term
An assessment of client performance across recognized and commonly accepted developmental milestones. Scoring requires
that assessors indicate that a specific skill was present, absent, or emerging.
A. Standardized Tests
B. Percentile Ranks
C. Grade Equivalent Score:
D. Criterion-Referenced Assessment |
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Definition
| D. Criterion-Referenced Assessment |
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Term
An assessment of student progress on specific weekly tasks and lessons. Produces very specific information about the student. Measures progress or lack thereof as skills are taught, but can also summarize longer periods of time (e.g, quarter, semester, year.
A. Cueiculum-Based Assessment
B. Percentile Ranks
C. Grade Equivalent Score:
D. Criterion-Referenced Assessment |
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Definition
| A. Curriculum-Based Assessment (CBA): |
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Term
An objective assessment of the complex environmental relationships within different aspects of an individual’s life (e.g., work, home, school). Rely on direct observations, interviews, and record review.
A. Cueiculum-Based Assessment
B. Percentile Ranks
C. Ecological Assessment:
D. Criterion-Referenced Assessment |
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Definition
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Term
An assessment of where client behavior is observed directly and repeatedly in its natural environment. Frequency, Rate, Duration, Latency, and time sampling can be used to measure target behaviors.
Types of Direct Observations:
• ABC Continuous recording
• ABC narrative recording
• Scatterplot Recording.
A. Direct Observation
B. Percentile Ranks
C. Ecological Assessment:
D. Criterion-Referenced Assessment |
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Definition
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Term
A variety of procedures are used to identify:
Stimuli that a person typically prefers (selects and engages with)
The relative preference of preferred stimuli (low-high)
Changes in preferences when demands are placed during states of deprivation or changes in schedules of reinforcement
The highly preferred stimuli that can act as effective reinforcers (Most important for a successful behavior change program)
A. Stimulus Preference Assessment (SPA):
B.Free Operant Stimulus
C.Trial-Based Stimulus Preference Assessment
D. ALL of the ABOVE |
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Definition
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Term
Asking About Stimulus Preferences: An assessor asks the client or stakeholders about the client’s specific preference, or others the client a pre-task choice.
A. Asking About Stimulus Preferences:
B.Free Operant Stimulus Preference Assessment.
C. Trial-Based Stimulus Preference Assessment:
D.Naturalistic Free-Operant Observation: |
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Definition
| A. Asking About Stimulus Preferences |
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Term
Observing and recording what stimuli and/or activities the client chooses to engage in during a period of unrestricted access to numerous stimuli.
A. Asking About Stimulus Preferences:
B.Free Operant Stimulus Preference Assessment.
C. Trial-Based Stimulus Preference Assessment:
D.Naturalistic Free-Operant Observation |
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Definition
| B.Free Operant Stimulus Preference Assessment. |
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Term
The environment is not arranged. Conducted in the client’s everyday environment (home, school). Given non-contingent access to all stimuli for an interval of time. Assessor Unobtrusively Records the count and duration the client selects and spends time with each stimulus.
A. Asking About Stimulus Preferences:
B.Naturalistic Free Operant Stimulus Preference Assessment.
C. Trial-Based Stimulus Preference Assessment:
D.Naturalistic Free-Operant Observation |
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Definition
| D.Naturalistic Free-Operant Stimulus Preference Assessment. |
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Term
The environment is arranged with a variety of easily accessible stimuli (chosen by the client)
A. Asking About Stimulus Preferences:
B.Contrived Free Operant Stimulus Preference Assessment.
C. Trial-Based Stimulus Preference Assessment:
D.Naturalistic Free-Operant Observation |
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Definition
| B.Contrived Free-Operant Stimulus Preference Assessment. |
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Term
An assessment of preferred stimuli across a series of trials. Responses are measured by examining client behavior across three key measures. More approaches or touches = Higher preference. Preferred Stimuli are labeled: High Preference (HP); Medium Preference (MP);; Low Preference
A.A. Stimulus Preference Assessment (SPA):
B.Free Operant Stimulus
C.Trial-Based Stimulus Preference Assessment
D. ALL of the ABOVE |
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Definition
| C. Trial-Based Stimulus Preference. |
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Term
These are all types of Trial-Based Stimulus Preference.
A. Paired Stimulus
B. Multiple Stimulus Preferred Assessment
C. Single Stimulus Preference Assessment.
D. All of the above |
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Definition
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Term
2 or more stimuli are presented at the same time, and the client.
A. Trial-Based Stimulus Preference
B. Multiple Stimulus Preferred Assessment
C. Single Stimulus Preference Assessment.
D. Paired Stimulus or Paired Choice: |
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Definition
| D. Paired Stimulus or Paired Choice: |
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Term
3 or more stimuli are presented at the same time, and the clA.
A. Trial-Based Stimulus Preference
B. Multiple Stimulus Preferred Assessment
C. Single Stimulus Preference Assessment.
D. Paired Stimulus or Paired Choice: the subject's choices are recorded. |
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Definition
| B. Multiple Stimulus Preference Assessment: |
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Term
AKA Successive Choice.):
The most basic method for assessing preference. Stimuli are presented one at a time, and the client’s response to each stimulus is recorded.
Think: One at a time.
A. Paired Stimulus
B. Multiple Stimulus Preferred Assessment
C. Single Stimulus Preference Assessment.
D. All of the above |
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Definition
| C. Single Stimulus Preference Assessment. |
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Term
After items are chosen new items and chosen items are replaced in the array and must be rearranged to control for bias positioning. Asser says the same direction as before. This is what example of multiple assessment.
A. (Multiple Stimulus with Replacement) (MSWI)
B. (Multiple Stimulus without Replacement) (MSWI):
C. Single Stimulus Preference Assessment.
D. All of the above |
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Definition
| A. (Multiple Stimulus with Replacement) (MSWI): |
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Term
The item/activity that the client chooses is removed from the array, and the remaining items are rearranged for the next trial.
Think: The chosen stimulus is out!
3. The assessor presents the leftover stimuli and again asks the client to choose one item. At the end of the assessment, the assessor is left with one unchosen item.
This process can be repeated multiple times for the same stimuli or for new stimuli.
A. (Multiple Stimulus with Replacement) (MSWI)
B. (Multiple Stimulus without Replacement) (MSWI):
C. Single Stimulus Preference Assessment.
D. All of the above |
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Definition
| A. (Multiple Stimuli without Replacement) (MSWI) |
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Term
Are used to assess if preferred stimuli are effective as a reinforcer. A stimulus is a reinforcer if its delivery, contingent on a behavior, results in an increase in that target behavior in the future. Having strong reinforcers is the key to any successful behavior change program.
4 types of Reinforcer Analysis
A Concurrent
B.In-the-moment
C. Multiple Schedule
D. Progressive Ratio
E.All of the above |
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Definition
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Term
2 or more contingencies operate on 2 or more behaviors at the same time, yet are independent of each other.
A Concurrent
B.In-the-moment
C. Multiple Schedule
D. Progressive Ratio
E.All of the above |
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Definition
| a. Concurrent think choice |
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Term
Basing an item's reinforcing effectiveness on a client's immediate response when the presumed reinforcer is presented rather than on a future increase in response rates.
A Concurrent
B.In-the-moment
C. Multiple Schedule
D. Progressive Ratio
E.All of the above |
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Definition
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Term
2 or more schedules of reinforcement for one behavior.
Using the schedules of reinforcement to assess the most effective reinforcement contingency when 2 or more schedules of reinforcement are available for one behavior, with any one schedule in effect at a time.
A Concurrent
B.In-the-moment
C. Multiple Schedule
D. Progressive Ratio
E.All of the above |
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Definition
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Term
Establish a target response and start reinforcement criteria. The assessor starts with the initial reinforcement criterion and gradually increases the response requirement. The requirement is progressively increased until the client reaches a breaking point. The breaking point and the corresponding number of responses associated with each progressive ratio condition are compared to assess the potency of a reinforcer.
A Concurrent
B.In-the-moment
C. Multiple Schedule
D. Progressive Ratio
E.All of the above |
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Definition
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Term
When a client stops responding because the current response requirements exceed the effectiveness of the reinforcer, this is called
A. Breaking Ratio
B. Breaking point
C. Breaking Stimulus
D. Breaking Trial |
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Definition
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Term
Direct observation of behavior in naturally occurring conditions is used to identify the environmental events associated with behavior. It can be used to calculate the conditional probability of a behavior's occurrence.
A.Direct Assessment
b.. Indirect Assessment
C. CONDITIONAL ASSESSMENT
d. Assessment |
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Definition
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Term
These are 3 types of direct assessment.
A.ABC continuous Recording
B.ABC NARTIVE
C. SCATTERPLoTS
D. All of the above |
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Definition
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Term
The possibility of a behavioral event, based on a calculation of the proportion of times a target behavior is preceded by a specific antecedent and/or followed by a specific consequence.
A. Conditional Probability
B. Breaking point
C. Breaking Stimulus
D. Breaking Trial |
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Definition
| A. Conditional Probability |
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Term
Check off items on a checklist ABC. Sections are marked even if the behavior does not occur.
Collect data by narratively categorizing and describing their observation on a balanced ABC data
A.ABC continuous Recording
B.ABC NARTIVE
C. SCATTERPLoTS
D. All of the above |
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Definition
A.ABC continuous Recording
AKA ABC checklist) |
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Term
Assessor provides accurate and detailed descriptions of behavior and related patterns in natural environments. Open-ended.
A.ABC continuous Recording
B.ABC NARATIVE
C. SCATTERPLoTS
D. All of the above |
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Definition
B. ABC NARATIVE
Anecdotal Observation. Descriptive Data Narrative Data |
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Term
Assess the patterns of target behaviors. Environmental conditions are evaluated for patterns such as a higher rate of demand diverting attention to a specific person present, and natural routines in different environments. If there are
A.ABC continuous Recording
B.ABC NARATIVE
C. SCATTERPLoTS
D. All of the above |
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Definition
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Term
These are types of functional analysis.
A. Functional Analysis (FA), aka Experimental Functional Behavioral Assessment,
B. Analog Assessment,
C. Traditional FA,
D. Extended FA,
E. Basic FA.
F. All of the above |
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Definition
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Term
Which ones are test conditions for functional analysis?
A. Contingent Attention
B. Contingent Escape
C. Tangible (not part of Iwata’s original work).
D.Alone
e. Free Play
F. All of the above
G, A,B,C,D |
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Definition
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Term
Which ones are control conditions for functional analysis?
A. Contingent Attention
B. Contingent Escape
C. Tangible (not part of Iwata’s original work).
D.Alone
e. Free Play
F. All of the above |
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Definition
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Term
Which type of graphing is used for visual analysis with functional analysis?
A. Changing Criterion
B. Multieliment
C. Multiple Baseline
D. Any of the above. |
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Definition
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Term
A. FAs should include a relevant/hypothesized test condition and one control condition.
B.Antecedents and consequences that occur in a client’s natural environment are arranged and systematically manipulated so that their individual effects on the target behavior can be observed and measured.
C. A Free-Operant Observation is a type of FA
D. Both A and B
E. All of the Above |
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Definition
|
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Term
Which is a Con for using a Functional Analysis Assessment?
A. Should not be used for dangerous behaviors. If using an FA for severe behaviors is agreed upon, take important precautions.
B.Standard to which all other forms of FBAS ARE EVALUATED.
C. Enables valid development of effective function-based interventions.
D. A clear demonstration of variables that confirm the function of the target behavior. |
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Definition
| A. Should not be used for dangerous behaviors. If using an FA for severe behaviors is agreed upon, take important precautions. |
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Term
What is a pros of using a Functional Analysis Assessment?
A. Should not be used for dangerous behaviors. If using an FA for severe behaviors is agreed upon, take important precautions.
B. Enables valid development of effective function-based interventions.
C. A clear demonstration of variables that confirm the function of the target behavior.
E. BOTH B and C |
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Definition
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Term
If the data paths of an FA overlap like a spider web, then either the FA results are inconclusive, or the function of the target behavior is:
A. Attention
B. Tangible
C. Automatic Reinforcement
D.ESCAPE |
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Definition
| C. Automatic Reinforcement |
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Term
An FA is conducted over a shorter period. Includes one or two 5-10-minute sessions for each FA condition.
A.Synthesized FA
B.Trial-Based FA
C.Brief FA
D.Natural Settings FA |
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Definition
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Term
An FA is conducted in a natural setting, like the client's home or classroom
A.Synthesized FA
B.Trial-Based FA
C.Brief FA
D.Natural Settings FA |
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Definition
|
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Term
An adaptation of a basic FA, but conducted using discrete trials.
A.Synthesized FA
B.Trial-Based FA
C.Brief FA
D.Natural Settings FA |
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Definition
|
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Term
An adaptation of a basic FA that analyzes target behavior by measuring the time to start b/t the presentation of the EO and the onset of the behavior.
Think Safe FA
A.Synthesized FA
B.Trial-Based FA
C.Brief FA
D.Latency FA |
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Definition
|
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Term
An adaptation of a basic FA that analyzes the reliable precursor behavior to challenging behavior.
A.Precurser FA
B.Trial-Based FA
C.Brief FA
D.Latency FA |
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Definition
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Term
A Practical Functional Assessment (PFA). Interview-informed synthesized contingency assessment (IISCA). An adaptation of a basic FA, analyzing several contingencies affecting behavior at the same time.
A.Synthesized FA
B.Trial-Based FA
C.Brief FA
D.Natural Settings FA |
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Definition
|
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Term
The analysis is designed from a comprehensive and descriptive interview given to stakeholders who are familiar with the client and behavior, followed by a brief structured observation. This is called a:
A. LLSCA
B.Trial-Based FA
C.Brief FA
D.Natural Settings FA |
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Definition
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Term
Determining the need for behavior-analytic services.
Assessment of data determines the need for services by asking the following questions. |
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Definition
1. Is the main beneficiary of the services interested in receiving the service?
2. Does a behavior impact the client's safety and well-being?
3. Are members of the client’s family and immediate community impacted by the client's behavior?
4. Have potential medical causes for the target behaviors been ruled out?
5. Would other non-ABA services be more beneficial for the client? (e.g., occupational therapy, mental health therapy, feeding therapy, speech therapy, parent training, academic support.
6. Does the challenging behavior prevent access to the natural, least restrictive environment?
7. Is the target behavior atypical when compared to same-aged neurotypical peers (Discrepancy analysis F.4) |
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Term
Providing treatment to promote the development of an adaptive repertoire with behaviors that are maximized by short- and long-term reinforcers and minimized by short- and long-term punishers.
A.Ajustment
b.Habilitation
c. Both A and B
D.Habituation |
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Definition
|
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Term
| Steps to Prioritizing Behavior |
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Definition
1. This is the literal number one priority– behavior that poses a danger to the client or to others. Not much else to say about that.
2. Behaviors that the client will use often, like going to the store, putting on clothes, sitting in a car seat, etc.
3. Chronic long-lasting behaviors or skill deficits like loud vocalizations, limited self-help skills, and limited communication, to name a few.
4. Behaviors that will produce high rates of reinforcement, like buying something, social skills, job skills, etc.
5. Behaviors that are needed for future skill development and independent functioning, like certain prerequisite behaviors, or behavior cusps, pivotal behaviors.
6. Behavior that will reduce negative or unwanted attention from others. I urge you not to prioritize behaviors that make other people feel better. But, if a behavior is preventing the client from doing things they would enjoy, or causing them harm, then this would be important.
7. Behaviors that will produce reinforcement for significant others. Not what you think. But it is all about the things you wish your significant other would do. It’s also hygiene-related behavior– learning to flush the toilet or help with some of the household chores.
8. Behaviors that are likely to be changed with intervention. There is a behavior change that has proven effective, especially given the knowledge and expertise of the particular behavior analyst. If it’s likely to help and be effective, then consider it.
9. The behavior change is cost-effective. What is the cost and expected time commitment for behavior change? Is it reasonable? Cost should not be a barrier if a behavior is in need of change.
Write all that down because it’s probably going to be on your test. |
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Term
| Social Significance of Target Behavior: Assess the relative Social Significance of Target Behaviors: (10 questions) |
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Definition
1. Will the behavior produce reinforcement in the client’s natural environment after treatment ends?
2. Is the behavior a necessary prerequisite for a useful skill? (e.g holding a writing utensil correctly is a necessary prerequisite to learning to write).
• Consider cultural norms when assessing the “usefulness” of a behavior.
3. Will the behavior increase access to environments where other important behaviors can be learned and used?
Think: Mainstreaming
4. Will changing the behavior predispose others to interact with the client in a more appropriate and supportive manner? (e.g, turn-taking skills reduction in aggressive behaviors, participate in community and cultural events, etc.)
5. Is the behavior a behavioral cusp or a pivotal behavior?
• Associated with pivotal response training (PRT) and teaching social skills to individuals with developmental disabilities.
6. Is this an age-appropriate behavior? (E.G, driving, toileting, cutting food, reading, etc.)
• Consider cultural norms and expectations for “age-appropriateness”
• Especially important if the client’s functional skills are significantly below typical per-formance.
7. If the proposed target behavior is to be reduced or eliminated, what adaptive behav-ior will replace it?
• Take a constructional approach if planning to eliminate a behavior, establish an adaptive replacement behavior, and design a plan that ensures that the replacement behavior is learned.
• Constructional approach: A physiphical approach to behavioral treatment that in-cludes building replacement behaviors when the behavioral intervention aims to eliminate challenging behavior.
8. Does the behavior represent the actual problem or goal, or is it only indirectly re-lated?
Example: Teaching phonics as a prerequisite to reading as a primary target wouldn’t be sufficient. My real target is reading skills.
9. Is this just talk or is it the real behavior of interest? (e.g., admitting you have a problem is not a behavior change)
10. Is the goal of the behavior change program a behavior?
Example: Passing the exam Behavior, but increasing fluency, studying, and answering questions correctly-Behavior.
Example: Losing weight is a behavior, but increasing healthy eating and exercise are behaviors that can be targeted. |
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Term
The building block skills are necessary for the development of more complex skills.
A. Behavioral Cusp
B. Pivotal Behavior
C. Component Behavior
D.Constructional |
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Definition
|
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Term
Complete skill, once acquired, results in access to many different reinforcers.
A. Behavioral Cusp
B. Pivotal Behavior
C. Component Behavior
D.Constructional |
|
Definition
|
|
Term
An acquired behavior that can lead to many new untrained responses.
A. Behavioral Cusp
B. Pivotal Behavior
C. Component Behavior
D.Constructional |
|
Definition
|
|
Term
A philosophical approach to behavioral treatment that includes building replacement behaviors when the behavioral intervention aims to eliminate challenging behavior.
A. Behavioral Cusp
B. Pivotal Behavior
C. Component Behavior
D.Constructional Approach |
|
Definition
| D. Constructional Approach |
|
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Term
Before conducting behavior-analytic services or assessment, which of the following is necessary to determine?
A. All answers provided are correct
B. No provided answers are correct
C. What records and resources do you have available to conduct a preliminary assessment?
D. Do you have the authority to conduct behavior analytic services with this client?
d. |
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Definition
A. All answers provided are correct
Necessary to identify who has the authority to make a behavior change? You may not have the authority to change the behavior of the child playing on the playground that you notice engaging in problem behavior. You also need to identify what records are available to you to conduct preliminary assessments. |
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|
Term
What is the purpose of conducting a preliminary?
A. All answers provided are correct.
B. Define potential target behaviors
c. Consider potential interventions to be used.
d.Conduct initial functional assessment |
|
Definition
| A. All answers provided are correct. |
|
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Term
A child learns how to walk, and now is able to come into contact with new contingencies that were unavailable until they could walk. This is an example of what kind of behavior?
A. Behavioral Cusp
B. TARGET BEHAVIOR
C. Pivotal Behavior
D, Maladaptive Behavior |
|
Definition
|
|
Term
What is a behavior chain?
A. A specific sequence of discrete responses ending with reinforcement.
B. Breaking up a complex skill into smaller teachable units.
C. Behaviors that may look different but all result in the same reinforcement,
D. Various methods used for linking specific sequences together. |
|
Definition
| A. A specific sequence of discrete responses ending with reinforcement. |
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Term
Which of the following tasks would be most important to break up into smaller steps using a task analysis if it were to be taught to a novice learner?
A. Using dinner Utensils
B. Asking someone on a date.
C. Doing a cartwheel
D. All answers provided are correct |
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Definition
| D. All answers provided are correct |
|
|
Term
" A specific sequence of discrete responses ending with reinforcement" Is the definition of:
A. Chaining
B. Behavior Chain
C. Task Analysis
D. pROMPTING |
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Definition
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Term
What is a task analysis?
A. Breaking up a complex skill into smaller, teachable units.
B. Behaviors that may look different, but all result in the same reinforcement.
C. A specific sequence of discrete responses ending with reinforcement.
D. Various methods used for linking specific sequences together. |
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Definition
| A. Breaking up a complex skill into smaller, teachable units. |
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Term
" Breaking up a complex skill into smaller teachable units" is the definition of:
A. Chaining
B. Behavior Chain
C. TASK Analysis
D. Prompting |
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Definition
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Term
The 4-term contingency refers to:
A. MO;SD;Response;Consequence
B. Antecedent, SD, Response, Consequence
C. SD, Response, MO, antecedent
D. Antecedent.Response, SD, MO |
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Definition
A. MO;SD;Response;Consequence
The four-term contingency expands upon the traditional three-term contingency (Antecedent, Behavior, Consequence) by incorporating motivation as a critical factor. Understanding the motivational context allows behavior analysts to tailor interventions more effectively, considering how different states of motivation can influence behavior. For instance, if a student is experiencing a challenging day, their motivation to comply with requests may be lower, affecting their behavior. |
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Term
The 3-term contingency refers to:
. MO;SD;Response;Consequence
B. Antecedent, Behavior, Consequence
C. SD, Response, MO, antecedent
D. Antecedent.Response, SD, MO |
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Definition
| B. Antecedent, Behavior, Consequence |
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Term
You just received a new client and are conducting a functional behavior assessment. What should you do first?
A. Interpret information for indirect and descriptive assessment and create a hypothesis regarding the behavior function.
B. Test the hypothesis using a functional analysis.
C. Development intervention options based on the function of problem behavior
D.Gather information through indirect and descriptive assessment. |
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Definition
| D.Gather information through indirect and descriptive. |
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Term
What involves a variety of methods, including direct observations and other indirect measures, to inform behavior change programs?
A. Behavioral Assessment
B. Functional Analysis
C. Indirect Assessment
D. Descriptive Assessment |
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Definition
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Term
You just received a new client and are conducting a functional behavior assessment. You tested your hypothesized function of the behavior and received strong results. What should you do next?
A. Develop intervention options based on the function of problem behavior.
B. Test hypothesis using a functional analysis.
C. Gather information through indirect and descriptive assessment.
D. Interpret information for indirect and descriptive assessment and create a hypothesis regarding the behavior function. |
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Definition
| A. Develop intervention options based on the function of problem behavior. |
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Term
You just received a new client and are conducting a functional behavior assessment. You just gathered and interpreted data using indirect and descriptive assessment. You have a hypothesis of the function of the behavior. What should you do next?
A. Develop intervention options based on the function of problem behavior.
B. Test the hypothesis using a functional analysis.
C. Gather information through indirect and descriptive assessment.
D. Interpret information for indirect and descriptive assessment and create a hypothesis regarding the behavior function. |
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Definition
| B. Test the hypothesis using a functional analysis. |
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Term
You just received a new client and are conducting a functional behavior assessment. You just gathered and interpreted data using indirect and descriptive assessment. You have a hypothesis of the function of the behavior. What should you do next?
A. Develop intervention options based on the function of problem behavior.
B. Test the hypothesis using a functional analysis.
C. Gather information through indirect and descriptive assessment.
D. Interpret information for indirect and descriptive assessment and create a hypothesis regarding the behavior function. |
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Definition
| D. Interpret information for indirect and descriptive assessment and create a hypothesis regarding the behavior function. |
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Term
During this behavioral assessment, antecedents and consequences representing those in the individual's natural environment are experimentally arranged to determine behavioral function.
A. Functional Analysis
B. Functional Behavior Assessment
C. Direct Assessment
D. Indirect Assessment |
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Definition
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Term
Which term is synonymous with the term "Analog Assessment":
A. Functional Analysis
B. Functional Behavior Assessment
C. Direct Assessment
D. Indirect Assessment |
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Definition
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