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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Term
Michel has excellent motor skills but is unable to visually scan an array of items when multiple items are place in front of him? WHich assessement should be uaed?
A. Paired stimulus
B. MSwo
C. Free operant
d. single stimulus |
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Definition
d. single stimulus
has trouble scanning array |
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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 spend some time running the appropriate assessment. There is no threat of positiin bias. which one should the bcba select?
A. Paired stimulus
B. MSwo
C. Free operant
d. single stimulus |
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Definition
A. Paired stimulus
they have time and no position bias |
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Term
George has to conduct a prefetence assessment for hos client. His client tends to engage in aggressiin towards the therapist when the thwrapist takes away an item that he is playing with. George's main concerns is to itentify a preferred item. He doesn't care too much about identifying a hierarchy at this point in time. which preference assessment would be the most appropriate?
A. Paired stimulus
B. MSwo
C. Free operant
d. single stimulus |
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Definition
C. Free Operant
does not like things takin away.
needs no hierachy |
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Term
Rudy needs to conduct a prefernce assessment for his client. Rudy needs a variety of items that may functiin as a reinforcer that he can use throughou his 1:1 session. He doen't really care about identifying a hierachy and his client has issues with making a selectiin whem presented with options. Considering all these variables, which preference assessment would be the most appropriate?
A. Paired stimulus
B. MSwo
C. Free operant
d. single stimulus
e. Single item duration |
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Definition
e. single item durition
no hierachy needed, issues with making selections. needs something to use throuout session |
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Term
Nina stars assessing her clients preference by putting 4 toys in front of her client. She stars 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 immediatly 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. Paired stimulus
B. MSwo
C. Free operant
d. single stimulus |
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Definition
C. free ooerant
timer used many toys |
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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 wantd to star off by narrowing the field.
which assessment can she use to do this?
A. Paired stimulus
B. Indirect
C. Free operant
d. single stimulus |
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Definition
B indirect
first assessment to narrow down choices |
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Term
Matt decided to set Johnny up in an enriched environment. Matt collected data on items in the room inclueded knoen preferred toys, activites and foods. Matt then collected data on approach and duration of engagement. What type of Stumulus Preference Assessment did Matt conduct?
A. Paired stimulus
B. MSwo
C. Naturalistic OBSERVATION
d. single stimulus |
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Definition
| C. Naturalist Observation |
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Term
when a stimulus is an effective reinforcer, but is not idetified 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 |
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Definition
B False Negative
Paired Stimulus |
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Term
when a stimuluz is determined to be high preference during an SPA, but does not function as a reinforcer later, this is referred to as a?
. Failed Assessment
B. FAlse Negative
c. False Positive
d. none of the above |
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Definition
c. Fasle Positive
single stimulus |
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Term
what problem arises in the results when all items are equally available during all stimulus preferencs trials.
A. high potential for false positives
B. high potential for falae negatives
c. position eeffects can occur if precautiions are not taken
d. none of the above |
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Definition
| b. high potional of false negatives what may be reinforcing or played with is seen as not being reinforcing put it may be |
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Term
One disadvantage in using a concurrent schedule to assess the reinforcing potential of a stimulus is?
A. A learner is likely to fail in discriminating between the two stimuli, thus producing invalid results.
B. The reinforcing value of one stimulus may be masked by that of another stimulus.
C. The reinforcing value of two-valued stimuli may create rapid satiation when in competition with one another.
D.The reinforcing value of both stimuli is enhanced as a result of the competition between the two stimuli. |
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Definition
B. The reinforcing value of one stimulus may be masked by that of another stimulus.
Disadvantage of concurrent schedule: the potential effects of a stimulus as a reinforcer may be masked or overshadowed
when that stimulus is pitted against another stimulus on a concurrent schedule. In such cases, a potentially reinforcing
The stimulus might be abandoned prematurely.
Concurrent Schedule:When used
as a vehicle for reinforcer assessment, a concurrent schedule
arrangement essentially pits two stimuli against each other to
see which will produce the larger increase in responding when
presented as a consequence for responding. If a learner allocates
a greater proportion of responses to one component of
the concurrent schedule over the other, the stimulus used as a
contingent consequence for that component is the more effective
reinforcer. Using a concurrent schedule in this way shows
the relative effectiveness of high-preference (HP) and low-preference
(LP) stimuli as reinforcers.
When two or more contingencies of reinforcement operate
independently and simultaneously for two or more behaviors
Cooper:277-288 |
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Term
A conditional probability is the likelihood that?
A. A particular event has occurred or will occur, given the instance of the target behavior.
B. One event occurs, given another event.
C. A specific consequence will occur after an instance of a target behavior.
D. All of the above. |
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Definition
D. All of the above
A. A particular event has occurred or will occur, given the instance of the target behavior.
This reflects the conditional probability of an antecedent or consequence given the behavior.
B. One event occurs, given another event.
This is the general definition of conditional probability.
C. A specific consequence will occur after an instance of a target behavior.
This is the conditional probability of a consequence given the behavior.
The likelihood that a target behavior will occur in a given circumstance; computed by calculating (a) the proportion of occurrences
of behavior that was preceded by a specific antecedent variable and (b) the
proportion of occurrences of problem behavior that were followed by a specific
consequence. Conditional probabilities range from 0.0 to 1.0; the closer the conditional
probability is to 1.0, the stronger the relationship is between the target
behavior and the antecedent/consequence variables. The likelihood that a target problem behavior will
occur in a given circumstance. |
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Term
Scatterplots:
A. Capture the frequency of behavior but not antecedent or consequences.
B. Involve data recorded over long periods of time.
C.Are especially helpful when the occurrence of the target behavior is infrequent.
D.All of the above. |
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Definition
D. All of the above.
A. Capture the frequency of behavior but not antecedents or consequences.
Scatterplots show whether the behavior occurred in a time block, not what happened before or after it.
B. Involve data recorded over long periods of time.
They are typically used across days or weeks to detect patterns tied to time of day, routines, or environmental conditions.
C. Are especially helpful when the occurrence of the target behavior is infrequent.
Infrequent behaviors may not show clear patterns in ABC data, but scatterplots can reveal clustering at certain times or activities. |
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Term
A university counselor is taking a behavior-analytic approach to helping students with their future goals. She identifies potential reinforcers with a client, which seem to center around a theme of design and creativity. The client’s family culture values becoming a physician or attorney. How should the counselor further investigate to develop goals?
A.Avoid cultural discussions and focus on the client’s interests and motivations
B. Assess and incorporate the competing contingencies directly with the client
C. Emphasize the importance of the family culture
D. Focus on the individual client’s interests first |
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Definition
Correct: Addressing both of the client’s competing interests is likely to be most effective. That is, recognizing that both of these contingencies influence the client, will allow the counselor and client to better determine goals that align with what the client wants to do.
Incorrect: Avoiding the motivation or function of behaviors is not likely to produce valid goals for the client. <> Emphasizing or focusing on just one “side” of these competing contingencies, is to ignore the client’s own motivations.
F.2. Identify and integrate relevant cultural variables in the assessment process. |
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Term
Amelia takes a new client and is instructed by her supervisor to observe. When a behavior occurs, Amelia is asked to write down the immediate antecedent and consequence. This will allow Amelia to develop a comprehensive intervention plan. Amelia has been asked to complete a:
A. Narrative recording
B. Functional behavioral assessment
C. Scatter plot recording
D. Ecological assessment |
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Definition
Correct:
A. Narrative recording is a type of ABC recording procedure used to assess the antecedents and consequences around a behavior (or behavior class). This helps to determine the function of the behavior and the environments in which it occurs.
Incorrect: Functional behavioral assessment is any assessment of the consequences that maintain a behavior. An FBA may include an ABC. What’s mentioned here is specifically a narrative recording. <> A scatter plot would note each occurrence of behavior in context of preset times, activities or other environmental conditions, rather than noting the immediate antecedent after a behavior occurs. <> An ecological assessment involves an investigation of all environments in which a behavior occurs (Cooper,2020,p.639).
F.5. Design and evaluate descriptive assessments. |
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Term
Will is playing with his cars when Nate, Will’s therapist, states that it is time to have lunch. Nate removes the cars and begins to transition Will to the lunchroom. Will starts to say, “I’m not hungry. I’m not hungry.” Nate is confused by this statement, since Will’s mom stated he did not have breakfast that morning and it is now 3 in the afternoon. What is the likely function of Will’s behavior?
A. Escape
B. Attention
C. Access
D. Demand |
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Definition
Correct:
C. An access function is based on acquiring access to the item or materials desired at the moment. For Will, this would be to have continued access to his cars over having lunch. I tend to think of access functions as access to materials and/or activities.
Incorrect: Escape is often seen when a demand is placed on a client and they want to get out of, delay or get away from doing the task. Here, it would be an escape function if Will was attempting to avoid the lunchroom or eating. It seems that he is probably just wanting to continue playing cars. <> An attention function here would be indicated if Will made statements in order to get Nate’s attention. <> A demand condition is actually the same as an escape/avoidance function. You’ll often see “Demand” in a functional analysis and this refers to the task demand that is given in this contingency (Cooper,2020,p.629).
F.6. Design and evaluate functional analyses. |
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Term
One way to determine whether behavior change is warranted is to assess social significance. Which seems the most important consideration when asked to intervene to help a 25-year-old client engage in imaginative play?
A. Will this skill engage natural environment reinforcement
B. Is this the direct goal, or a step toward a longer-term one
C. Is the target skill to be increased or decreased
D. Is this skill age-appropriate |
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Definition
Correct:
D. Is this skill age-appropriate
This appears to be an inappropriate goal, as imaginative play doesn’t seem necessary to the life of the average 25-year old. Age appropriateness is just one of the questions that a behavior analyst might ask about when assessing social significance (see Cooper, 2020, p. 59).
Incorrect: If you’ve decided a skill is important to target, then it becomes important to determine natural reinforcement “contact.” However, this skill seems inappropriate to begin with. <> There might be a longer-term goal here, but it isn’t stated, and it’s difficult to imagine what it could be. <> It sounds like this goal would be an increase in imaginative play. So, we already know this. The more important consideration is whether the skill will benefit the client in the first place.
F.7. Interpret assessment data to determine the need for behavior-analytic services and/or referral to others. |
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Term
Tammy received a new client who had an assessment last month and an intervention plan written, but moved before implementation. Tammy brings her new client into the clinic and wants to be sure that the function of the behavior is consistent with the intervention plan before moving forward. What would be the best way for Tammy to test these previously hypothesized functions of behavior?
A. Direct assessment
B. Functional analysis
C. Brief functional analysis
D. Trial-based functional analysis |
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Definition
Correct: C. Brief functional analysis allows for the testing of the function of behavior to be done in a naturalistic setting and in a shorter amount of time. The previous assessment was completed recently, so a brief FA makes sense.
Incorrect: Direct assessment usually refers to observing a behavior directly. Tammy does need to use a direct assessment, but more specifically, a functional analysis. <> A full functional analysis is probably more than what is necessary. This is only because the function was identified recently. <> Trial-based functional analysis this is where the function of the behavior is tested in 1-minute conditions, within the natural environment. This is often done when time is limited, or the person conducting the analysis has other duties (e.g., a teacher). The fact that Tammy is attempting this analysis in the clinic, makes the trial-based analysis difficult to conceptualize (Cooper,2020,p.634).
F.6. Design and evaluate functional analyses. |
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Term
BCBA Cassandra is working with a client who attends the preschool operated by the church her family attends. While at preschool, the client exhibits self-injurious behavior in the form of hitting her head with her fist. The staff at her preschool are worried that the client will end up hurting herself, so when the SIB begins, they do anything they can think of to get her to stop. Cassandra completed an FBA that confirmed the SIB was access-maintained; specifically, that the behavior was maintained by obtaining or keeping access to preferred toys in the preschool setting. Which of the following would be the best way to intervene?
A. Cassandra should teach the preschool staff to redirect the client without giving her access to her preferred toys
B. Cassandra should plan to teach an incompatible behavior to the SIB, such as putting her hands in her pocket, and reinforce it with access to her preferred toys
C. Cassandra should teach the preschool staff to keep the client's preferred toys separate from shared toys so that the client can always have access to them
D. Cassandra should plan to teach a request for preferred items in an easy way to provide a more socially valid way for the client to access her preferred toys |
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Definition
D. Cassandra should plan to teach a request for preferred items in an easy way to provide a more socially valid way for the client to access her preferred toys.
When planning to decrease or eliminate a target behavior, the behavior analyst must also plan to teach a replacement behavior. The replacement behavior should be a socialy valid way for the client to contact the maintaining consequences and it should be When planning to decrease or eliminate a target behavior, the behavior analyst must also plan to teach a replacement behavior. The replacement behavior should be a socialy valid way for the client to contact the maintaining consequences and it should be more efficient/more effective than the problem behavior. Choice A would not be the best choice because it does not meet the more efficient/more effective than the problem behavior. Choice A would not be the best choice because it does not meet the function of the problem behavior. Choice B would not be the most effective because this behavior would be more difficult to function of the problem behavior. Choice B would not be the most effective because this behavior would be more difficult to transfer to natural environments due to it being more difficult to recognize as a request for toys. Option C may decrease or transfer to natural environments due to it being more difficult to recognize as a request for toys. Option C may decrease or prevent the need for the problem behavior, but wil not teach the client any adaptive skils. prevent the need for the problem behavior, but wil not teach the client any adaptive skils. |
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Term
You are preparing to conduct initial assessments for your new client, Malakai, a 5-year-old autistic boy who has developmental delays as well as problem behaviors. You need to identify both Malakai's strengths as well as his specific areas of need in order to plan effective treatment. Which of the following options reflects the best approach to designing and evaluating assessments for your client?
A. Conduct a variety of skill assessments, including the VB-MAPP and ABLLS-R, to determine skills and deficits from a variety of criterion-referenced assessment sources
B. Use indirect and direct FBAs along with skill-based assessments such as the AFLS and ABLLS-R to identify strengths, needs, and behaviors to target
C. Focus on using norm-reference assessments such as the Vineland, ADOS, or CARS screening tools to compare Malakai's abilities to same-age peers
D. Complete an FBA to identify target behaviors and determine their functions |
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Definition
B. Use indirect and direct FBAs along with skill-based assessments such as the AFLS and ABLLS-R to identify strengths, needs, and behaviors to target
For the most well-rounded understanding of Malakai's current abilities and problem behaviors, your assessment should include skills-based assessments as well as components of a functional behavior assessment (FBAs). Choice A neglects any. For the most well-rounded understanding of Malakai's current abilities and problem behaviors, your assessment should include skills-based assessments as well as components of a functional behavior assessment (FBAs). Choice A neglects any assessment techniques related to his problem behaviors. Choice C reflects assessments that would be more appropriate than prior assessment techniques related to his problem behaviors. Choice C reflects assessments that would be more appropriate prior to or leading to an autism diagnosis, rather than those used to plan treatment. Choice D addresses Malakai's behavioral to or leading to an autism diagnosis, rather than those used to plan treatment. Choice D addresses Malakai's behavioral challenges but would not provide a full picture of his developmental strengths and needs. cha lenges but would not provide a full picture of his developmental strengths and needs. |
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Term
You are conducting an in-home observation to collect descriptive assessment data for a client's aggressive behavior that occurs far more frequently at home than in other settings. Which of the following represents the most likely potential problem with the data you are collecting?
A. Your results may demonstrate a false positive for the escape function because the parents may avoid placing demands to limit or prevent aggressive behaviors
B. Your results may demonstrate a false positive for the attention function because attention is frequently available at home in both the presence and absence of the aggressive behaviors
C. Your results may allow you to calculate the conditional probability of the aggressive behaviors based on the proportion of events followed by a specific antecedent
D. Your results may provide valuable information on the environmental variables associated with the aggressive behaviors, allowing you to hypothesize the function of the behaviors |
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Definition
B. Your results may demonstrate a false positive for the attention function because attention is frequently available at home in both the presence and absence of the aggressive behaviors
B is the most likely potential problem with the data you are collecting. Since attention from parents or other family members is frequently available in the home setting, your data may show a correlation that does not reflect the true function of the behavior. B is the most likely potential problem with the data you are collecting. Since attention from parents or other family members is frequently available in the home setting, your data may show a correlation that does not reflect the true function of the behavior. Choice A is not correct; you are more likely to get a false negative for the escape function for this reason. Option C and D are Choice A is not correct; you are more likely to get a false negative for the escape function for this reason. Options C and D are both true statements that would not pose any potential problems with the in-home assessment. Both true statements that would not pose any potential problems with the in-home assessment |
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Term
Which of the following statements is most true about a functional analysis (FA)?
A. FAs involve systematically manipulating the variables and environments thought to maintain the problem behavior, though
Not all conditions need to be included.
B. Best practice suggests that you should complete a functional analysis for every problem behavior engaged in by a specific individual.
C. It’s important to establish a working rapport with the client, as you should not conduct a functional analysis until you are familiar with the client.
D. Functional analyses are best done in a clinical setting for better control over variables. |
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Definition
A. FAs involve systematically manipulating the variables and environments thought to maintain the problem behavior, though
Not all conditions need to be included
Systematically manipulating variables and environments that maintain problem behavior is crucial in a functional analysis, as it
helps identify the specific antecedents and consequences reinforcing the behavior. Not every condition needs to be conducted
in each FA - it is not uncommon for alone/ignore or the tangible condition to be skipped when these are not likely to reveal
valuable information. While functional analyses are valuable, they are not required for every problem behavior, especially if
other assessment methods provide sufficient information. Familiarity with the client is helpful but not a prerequisite for
conducting a functional analysis. Although clinical settings can offer more control over variables, functional analyses can be
conducted in other environments based on the client's needs and the behavior's contex |
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Term
Directly manipulating at least one contextual component of a particular operant contingency that has been identified to maintain a
concerning behavior, best describes which of the following?
A. Stimulus control procedures
B. Motivating operation manipulation
C. Functional analysis (FA)
D. Function-based antecedent intervention |
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Definition
D. Function-based antecedent intervention
A function-based antecedent intervention involves adjusting contextual conditions based on the identified function of a behavior
to reduce the likelihood of concerning behaviors. While stimulus control procedures and motivating operation manipulations
modify antecedent stimuli to influence behavior, it is not clear that this is being conducted making D a stronger answer.
Functional analyses help identify the function of behavior but does not directly involve changing intervention contingencies in a
treatment plan. |
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Term
Which of the following is NOT a consideration you need to make when testing your hypothesis and conducting a functional analysis?
A. If you can realistically set up all necessary conditions and control the environment.
B. If the caregivers and or client, if applicable, consent to the functional analysis.
C. If potential ethical concerns are present when testing the target behavior.
D. If the play condition is necessary for this particular behavior. |
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Definition
D. If the play condition is necessary for this particular behavior.
In a traditional functional analysis, the play condition is always necessary to serve as a control/comparison for each of the other
test conditions, making this not a consideration. Effectively setting up all four conditions is crucial to conducting a thorough
functional analysis. Obtaining client consent is essential for ethical and legal compliance, ensuring the client's rights are
respected. Considering the ethics of the procedure and potential for reinforcing concerning behavior is vital for maintaining
client welfare. |
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Term
During a comprehensive assessment process, BCBA Tyra is determining the need for behavior-analytic services for a new client, 8-year-old Jonathan. After reviewing Jonathan’s educational, medical, and behavioral records, Tyra notes that his grades are close to failing and that there are several challenging behaviors, such as aggression and loud disruptions, that may interfere with his learning. Which of the following would be the most appropriate next step for Tyra to take in her assessment process?
A. Continue to gather more medical history before making any decisions
B. Meet with Jonathan’s teachers to discuss his academic performance
C. Conduct an FBA to identify the possible functions of Jonathan’s challenging behaviors
D. Implement a standardized intelligence test to assess cognitive functioning |
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Definition
C. Conduct an FBA to identify the possible functions of Jonathan’s challenging behaviors
Feedback
Conducting an FBA is crucial to understanding why Jonathan exhibits certain challenging behaviors and how they are influenced by environmental factors or internal conditions, which can then inform the appropriate intervention strategies. Option A might delay necessary interventions, and while options B and D could provide additional information, they do not directly address the behavioral concerns as effectively as an FBA |
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Term
BCBA Kelsey is evaluating 9-year-old Jamal, who exhibits severe behavior, including intense aggression and self-injury, that pose safety concerns for himself and others. Jamal also has delayed speech and social skills, which impact his ability to communicate effectively. How should Kelsey structure her initial focus in the behavior intervention plan?
A. Prioritize speech and language therapy to enhance Jamal's communication skills, assuming this will naturally reduce his problem behaviors by improving his ability to express needs
B. Concentrate on social skill development through peer-mediated interventions to increase Jamal's social interactions, which could decrease his problem behaviors due to increased engagement
C. Develop a comprehensive plan to work on his severe behavior and language skills by teaching him to request the reinforcers that maintain his problem behavior with his treatment team and peers
D. Address the severe problem behaviors first using a function-based approach to ensure safety and stability, before focusing on skill acquisition in the communication and social area |
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Definition
D. Address the severe problem behaviors first using a function-based approach to ensure safety and stability, before focusing on skill acquisition in the communication and social area
Feedback
Addressing Jamal's severe problem behaviors as a priority is crucial due to the immediate safety risks they pose. By implementing a function-based intervention strategy, Kelsey can identify and mitigate the factors triggering these behaviors, creating a safer environment for skill development. To make the replacement behavior easy for Jamal to do, we likely would use a simpler response, such as a card touch, as opposed to a vocal response. While enhancing communication and social skills is important, these interventions should follow initial efforts to control and reduce the problematic behaviors to ensure that Jamal can benefit from further educational and social opportunities without posing a risk to himself or others. |
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Term
BCBA Kevin is tasked with assessing the need for behavior-analytic services during school for 10-year-old Sera, who has recently transferred schools. Kevin gets a hold of her educational and behavioral records and observes her in the classroom setting. Her records showed that she typically performed well on assignments, but had failing grades due to not many assignments being turned in. It also showed that she had been suspended three times in her last semester due to fighting other students, although she seemed pleasant and social during the observation. Given the information gathered, what should be Kevin's next step in determining the necessity of behavior-analytic services for Sera?
A. Prioritize speech and language therapy to enhance Jamal's communication skills, assuming this will naturally reduce his problem behaviors by improving his ability to express needs
B. Concentrate on social skill development through peer-mediated interventions to increase Jamal's social interactions, which could decrease his problem behaviors due to increased engagement
C. Develop a comprehensive plan to work on his severe behavior and language skills by teaching him to request the reinforcers that maintain his problem behavior with his treatment team and peers
D. Address the severe problem behaviors first using a function-based approach to ensure safety and stability, before focusing on skill acquisition in the communication and social area |
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Definition
A. Prioritize speech and language therapy to enhance Jamal's communication skills, assuming this will naturally reduce his problem behaviors by improving his ability to express needs
Concentrate on social skill development through peer-mediated interventions to increase Jamal's social interactions, which could decrease his problem behaviors due to increased engagement.
Develop a comprehensive plan to work on his severe behavior and language skills by teaching him to request the reinforcers that maintain his problem behavior with his treatment team and peers.
Address the severe problem behaviors first using a function-based approach to ensure safety and stability, before focusing on skill acquisition in the communication and social area. |
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Term
BCBA Nadia is evaluating the need for behavior-analytic services for Sam, a 7-year-old with noticeable fluctuations in his classroom behavior and social interactions. Nadia has observed Sam, spoken with his teachers, and reviewed his behavioral charts. Which of the following strategies would best help Nadia determine if behavior-analytic services are necessary for Sam?
A. Recommend a wait-and-see approach to see if Sam's behavior improves with time and natural classroom adjustments
B. Compare the intensity and frequency of Sam's behaviors with those of his peers to determine the severity and need for intervention
C.Suggest a referral to a psychiatrist to rule out any underlying medical issues contributing to his behaviors
D. Start a token economy in the classroom to see if his behavior can be managed through general classroom management techniques |
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Definition
Correct answer
B. Compare the intensity and frequency of Sam's behaviors with those of his peers to determine the severity and need for intervention.
Feedback
Comparing Sam’s behavior against normative data for his age group helps in objectively determining the severity of his behaviors and whether they fall outside typical developmental boundaries, thereby justifying the need for specialized behavior-analytic services. Before recommending an intervention, Nadia must better understand the behavior through more assessment, making options A and D incorrect. Ruling out a medical explanation is important, but it does not replace the need to evaluate whether the behaviors are problematic and abnormal in the first place. |
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Term
BCBA Thomas notices that client interactions during recess and unstructured play lead to several instances of aggression and withdrawal for his client, 8-year-old Jeffery. Thomas has taken comprehensive ABC and partial interval data that support these observations. Which of the following next steps would provide the most accurate and valid information to assess Jeffery's need for behavior-analytic services?
A.Enough data has been collected to support the use of a peer buddy system to decrease aggression and withdrawal
B. Observe Jeffery in different settings to see if these behaviors are consistent across contexts
C. Conduct a behavioral interview with Jefferey's parents to gain insights into these behaviors in the home environment
D. Conduct a behavioral interview with the teachers and staff that he interacts with at school, and brainstorm intervention strategies |
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Definition
Correct answer
Observe Jeffery in different settings to see if these behaviors are consistent across contexts
Feedback
Observing Jeffery in various settings, including structured classroom activities, at home, and during different types of play, will provide a much more accurate picture of how this behavior occurs in the home setting than other options would. Behavioral interviews obtain subjective measurements that could be highly inaccurate. With our current data, we are not ready to move forward with a behavioral intervention - we would first want to obtain insights into whether the behavior is occurring or not in different settings and begin to investigate the environmental variables that evoke and maintain the behavior. |
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Term
At what point(s) in the ABA therapy process is it to important to run a comprehensive skill assessment?
A. At the beginning and before termination of treatment
B. At the beginning of treatment and every 6 months
C. At the beginning of treatment and periodically or as necessary
D. At the beginning of treatment and every month |
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Definition
C. At the beginning of treatment and periodically or as necessary
Feedback
It is important to run a comprehensive skills assessment as necessary for the client. Some situations that would make this a necessity would include the beginning of treatment, after significant amount of progress has been obtained, as required for reauthorization of services through insurance (often every 3-6 months), after a traumatic incident, and other reasons. Only conducting an assessment at the beginning and end of treatment would not tell us about progress being made during treatment. Running a comprehensive assessment every month would take too much time and every 6 months alone does not account for other necessary events. |
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Term
Cara runs an assessment with her client that provides a potentially reinforcing stimulus after a certain amount of difficult math problems are completed. Every time that he receives the potential reinforcer, he gets access to it for a minute before it is removed, requiring him to complete even more math problems to earn it back. She then starts it over with different items at a later time. Which of the following is not a purpose of this assessment?
A. To evaluate how many math problems her client will do for certain stimuli
B. To evaluate how long her client will work for different reinforcers
C. To compare the effectiveness of different potentially reinforcing stimuli
D. To compare the preference of different potentially reinforcing stimuli |
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Definition
Correct answer
To evaluate how long her client will work for different reinforcers
Feedback
The assessment described here is the progressive ratio reinforcer assessment that evaluates the value of the ratio schedule, does a reinforcement becomes too thin to maintain the behavior. This is called a ratio strain - when a behavior stops due to the reinforcement schedule being too thin. Option B is correct because this assessment evaluates how many responses the individual will engage in for a reinforcer, not necessarily how long they will work for different reinforcers. Options A and C are both characteristics because the progressive ratio assessment evaluates how many responses they'll engage in for a reinforcer, which directly relates to reinforcing effectiveness. Although this is a reinforcer assessment, these types of assessments evaluate both reinforcing effectiveness and preference. |
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