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Paul is writing a task analysis on cooking pasta. how might be conduct a task analysis?
a. Paul should record each step as he cooks pasta
b. observe a competent performer
c. take a survey
d. A and B
d. A and B
in an equal interval graph, the abscissa reflects ________ while the ordinate reflects ________.
a. percentage, days
b. time, responding
c. Y, X
d. rate, days
b. time, responding
in mand training, the ultimate goal for the learner is to mand when :
a. the stimulus requested is out of sight but the EO is absent
b. the stimulus requested is in sight and the EO is present
c. the stimulus requested is in sight but out of reach and the teachers says "what do you want?"
d. the stimulus requested is out of sight and the EO is present
d. the stimulus requested is out of sight and the EO is present
student attempted to grab the ice-cream cone from the teacher's hand. the teacher said to the student "say I want ice cream." student then said "I want ice cream." the teacher provided a :
a. model response prompt
b. gestural prompt
c. response prompt
d. stimulus prompt
c. response prompt
protocol for Natural Environment Teaching includes :
a. ensuring the child's reinforcers are available
b. do not provide reinforcers during prompted errors
c. implement moment-to-moment or random instructions
d. have needed items out of reach for the child such as crayons
d. have needed items out of reach for the child such as crayons
poor reading skills leads to a low reading score is to _________ as Executive Function it to ____________.
a. hypothetical constructs, explanatory constructs
b. circular reasoning, hypothetical constructs
c. attitudes, feelings
d. hypothetical fictions, explanatory constructs
b. circular reasoning, hypothetical constructs
the therapist initially provided full physical prompt then partial physical prompt, then shadow prompting to evoke correct responding from the learner. the therapist is likely using :
a. response prompting
b. stimulus prompting
c. most-to-least prompts
d. graduated prompts
d. graduated prompts
Sue and Joe got a high IOA on their observations. we can be sure that their data:
a. has high agreement with one another
b. their data is accurate
c. their data is valid
d. all of the above
a. has high agreement with one another
Tessa decided to use peer models to teach social skills to her learner. It is more effective if :
a. behavior of the peer model is reinforced
b. any neuro-typical developing peer can be used
c. peers should be younger than the learner
d. peer model's interest must be incorporated in social skills activities
a. behavior of the peer model is reinforced
the moving up target states 3 consecutive correct responses. based on the data of [+--++-+++++] what is the trials-to-criterion?
a. 11
b. 5
c. 9
d. 8
c. 9
during the study, the main teacher who generally provided the intervention resigned. this exemplifies which factor contributing to internal validity?
a. maturation
b. testing
c. history
d. extraneous
c. history
which is not a private behavior?
a. a thought
b. feeling an itch or tingling sensation
c. feeling warmth
d. internal bleeding
d. internal bleeding
to teach tennis to children, the instructors use balls that are larger than regular size tennis balls. as a result, the students are contacting the ball at a higher rate. the example best exemplifies the instructor using:
a. within-stimulus prompts or stimulus shaping transformation
b. extra-stimulus prompts
c. most-to-least prompts
d. least-to-most prompts
a. within-stimulus prompts or stimulus shaping transformation
Jill exchanges tokens for ________ in a token economy system implemented by her teacher. tokens are ______ for Jill.
a. conditioned reinforcers, generalized conditioned reinforcers
b. primary reinforcers, secondary reinforcers
c. primary reinforcers, backup reinforcers
d. backup reinforcers, conditioned reinforcers
d. backup reinforcers, conditioned reinforcers
rules are more effective when :
a. the learner has a history of non-contingency shaped repertoire
b. outcomes are unlikely
c. the learner has a history of only contingency shaped behavior/repertoire
d. outcomes are small
a. the learner has a history of non-contingency shaped repertoire
to teach Tom to make his bed, his mother either have Tom independently or with assistance complete each step of the task analysis. Tom's mother is likely using _________ to teach.
a. forward chaining
b. total task chaining
c. backward chaining
d. sequential behavior chaining
b. total task chaining
"...excluding are high-fives and handshakes..." is likely to be part of an operationalized definition; contributing to the ________ of the definition
a. measurable
b. objectivity
c. clarity
d. completeness
d. completeness
the IISCA (Hanley's Interview Informed Synthesized Contingency Analysis) is a(n)?
a. functional behavior assessment
b. indirect assessment
c. descriptive analysis
d. experimental analysis
d. experimental analysis
Jaime obtained his BCBA credential 7 months ago and was requested by his company to provide supervision experience to an RBT. Can Jaime be the supervisor for this RBT?
a. no, Jaime needs to be credentialed for at least 5 years
b. yes, but only of Jaime demonstrates the skills of the supervisor
c. yes, but only if he obtains a qualified consulting supervisor
d. no, jaime has never supervised and should not be practicing outside of his competence
c. yes, but only if he obtains a qualified consulting supervisor
"Mary will flap her arms and hands throughout the school day. Her stereotypical behavior is common among many individuals with autism" said Mary's teacher. "Can you help me reduce this behavior as it is interfering with learning?" asked the teacher.
a. you provide suggestions on competing behaviors that might give Mary the same reinforcing consequence
b. you ask to observe as you need to know the function
c. you recommend redirection and blocking as the intervention
d. you ask if this is socially significant
b. you ask to observe as you need to know the function
Celia saw her friend receiving praise for using precise behavioral terms. as a result, Celia starts to use precise behavioral language. if the teacher is assessing her effects of intervention (praise statements to reinforce speaking in precise behavioral terms), experimental control might be jeopardized due to :
a. vicarious reinforcement
b. ripple effects
c. spillover effects
d. all of the above
d. all of the above
a matching-to-sample procedure was used to teach the term and its definition. the emerged bi-directional relationship was then tested. if not, the definition-to-term relation was taught. the relationship of definition to its example was then taught and the derived bi-directional relationship was tested. if not, the example-to-definition was then taught. finally, the combinatorial entailment of term-to-example was tested. this type of teaching protocol likely describes?
a. PSI
b. discrimination training
c. EBI
d. programmed instruction
c. EBI
three timers are exactly 5 minutes slower. if these instruments are used to measure behavior, we can say the timers are at the very least likely to produce ________ data.
a. valid
b. accurate
c. reliable
d. artificial
c. reliable
everyone in the class will earn extra recess time if Joey remains seated appropriately for the next 10 minutes. this contingency is likely to be a(n) :
a. interdependent group contingency
b. independent group contingency
c. intrapendent group contingency
d. hero procedure
d. hero procedure
Greg is using event recording to measure a learner's behavior. on some days, Greg is able to observe the entire time period while on certain days, he is only able to observe part of certain periods. in addition, the school had a hard day schedule during Greg's week of observation so the periods were shortened. to display his data, Greg is likely to use ______ on the Y-axis.
a. count
b. rate
c. frequency
d. all of the above
b. rate