Foundations and Concepts
What is the perspective of radical behaviorism
Q5
Radical behaviorism is the philosophy of the science of behavior that includes the study of both public (observable) and private events (e.g., thoughts and feelings) as behavior. It assumes behavior is lawful, determined by environmental variables, and can be scientifically analyzed.
How does interresponse time (IRT) relate to rate?
Q16: Answer: Interresponse time (IRT) is the amount of time between two consecutive responses. As IRT increases, the rate of responding decreases. Conversely, shorter IRTs indicate a higher response rate.
You have just been assigned a new case as a behavior analyst. What are your first steps?
Q51:
What is a conditioned motivating operation (CMO)? What are the three types of CMOs?
Q6
A CMO is a learned motivating operation.
Three types:
A parent asks, "Why do you collect data during every session?"
Data help us objectively measure progress, determine whether treatment is working, and make informed decisions about when changes to treatment are needed.
List the seven dimensions of Applied Behavior Analysis (Baer, Wolf, & Risley, 1968).
Q14
GETACAB
Give an example of when a time sampling measure would be used and explain why it would be appropriate.
Q38
Question: Give an example of when a time-sampling measure would be used and explain why it would be appropriate.
Answer:
Example: Measuring whether a student is on-task during independent seatwork over a 30-minute class period.
Time sampling is appropriate when:
What criteria might you use to prioritize behavior-change goals based on social significance?
Q32
Following a functional assessment, you have developed a hypothesis that behavior is maintained by socially mediated negative reinforcement. Provide an example of a function-based treatment procedure that uses reinforcement.
Q55: Teach Functional Communication Training (FCT) by reinforcing an appropriate request for a break while placing problem behavior on extinction when appropriate.
A parent asks, "Why do you teach replacement behaviors instead of only trying to stop problem behavior?"
Replacement behaviors give the child an appropriate way to meet the same need. Teaching what to do is more effective than only focusing on what not to do.
Compare and contrast methodological behaviorism and radical behaviorism.
Q65:
Methodological Behaviorism: Focuses only on observable behavior. Excludes thoughts and feelings from scientific analysis.
Radical Behaviorism: Includes both observable behavior and private events. Private events are considered behavior and are subject to the same behavioral principles.
Give an example of when you would use a bar graph to communicate your data and explain why.
Q39:
Answer: A bar graph is used to compare discrete categories or groups.
Example: Comparing the average number of aggressive behaviors across three classrooms or comparing pre- and post-treatment scores.
Bar graphs are appropriate when data are not continuous over time.
You have accepted a new client who has a severe seizure disorder. You would like to talk to other members of the client's care team and seek consultation from another BCBA who has experience with seizure disorders. What steps would you follow
Q28:
Following a functional assessment, you have developed a hypothesis that behavior is maintained by socially mediated negative reinforcement. Provide an example of a function-based treatment procedure that uses reinforcement.
Q73:
Teach an appropriate communication response (e.g., "Break please") and reinforce it with brief escape from demands.
A parent asks, "Why do we need to practice these skills at home too?"
Practicing skills in different settings and with different people helps the child generalize the skill so they can use it outside of therapy.
Define a stimulus and provide an example
Q75: Answer: A stimulus is any change in the environment that affects behavior.
Example: A teacher says, "Clean up your toys," and the child begins putting toys away.
Give an example of when you would use a time sampling measure and explain why it would be appropriate.
Q57:
Question: Give an example of when you would use a time sampling measure and explain why it would be appropriate.
Answer:
Example: Observing teacher implementation of classroom management strategies during a one-hour observation.
Time sampling is useful because:
You are consulting to a classroom and have developed a function-based intervention following conclusive FA results. The teacher says it doesn't work. What do you do?
Q1
Compare and contrast positive and negative reinforcement.
Q66 Answer:
Positive Reinforcement
Negative Reinforcement
Both increase future behavior.
A parent asks, "Why does everyone need to respond the same way?"
Consistency helps the child learn faster. When everyone responds the same way, the child receives clear and predictable consequences, making it easier for appropriate behaviors to increase.
Define Motivating Operations (MOs)
Q85:
Answer:
Motivating Operations are environmental events that:
Examples include:
Describe, as though to a non-behavior analytic member of a school team, how and why you would set up and record data using Momentary Time Sampling (MTS). How would you report the data collected?
Q63: Momentary Time Sampling involves observing whether the behavior is occurring only at the end of predetermined intervals.
Example: Every 30 seconds, look at the student exactly when the timer sounds and record whether they are on-task.
Results are typically reported as:
MTS is efficient for observing behavior over long periods while minimizing observer burden.
You are consulting to a classroom and have developed a function-based intervention following conclusive FA results. The teacher says it doesn't work. What do you do?
Q44
Define and distinguish between an Establishing Operation (EO) and an Abolishing Operation (AO). Provide an example of each.
Q85:
A Motivating Operation (MO) is an environmental event or condition that temporarily alters:
Establishing Operation (EO)
An EO increases the value of a reinforcer or punisher and increases behaviors that have previously produced that consequence.
Example:
A person has not had anything to drink for several hours.
What is the difference between a reinforcer and a reward
A reward is something we think someone will like, but it does not necessarily change future behavior.
A reinforcer is any consequence that increases the future likelihood of a behavior. Whether something is a reinforcer depends on its effect on behavior, not on what we call it.
Example:
A child earns a sticker for cleaning up.