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Foundations and Concepts
Measurement and Graphing
Clinical Decision Making
Reinforcemet and Motivation
Parent Training
100

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.

100

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.

100

You have just been assigned a new case as a behavior analyst. What are your first steps?

Q51: 

  • Review records and available data.
  • Interview caregivers and relevant stakeholders.
  • Conduct observations and assessments.
  • Identify socially significant goals.
  • Determine whether additional assessments or referrals are needed.
100

What is a conditioned motivating operation (CMO)? What are the three types of CMOs?

Q6

A CMO is a learned motivating operation.

Three types:

  • CMO-S (Surrogate)
  • CMO-R (Reflexive)
  • CMO-T (Transitive)
100

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.

200

List the seven dimensions of Applied Behavior Analysis (Baer, Wolf, & Risley, 1968).

Q14 

  • Applied
  • Behavioral
  • Analytic
  • Technological
  • Conceptually Systematic
  • Effective
  • Generality

GETACAB

200

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:

  • Continuous observation is impractical.
  • The behavior occurs frequently or for extended periods.
  • The observer is monitoring multiple individuals or behaviors simultaneously. 
200

What criteria might you use to prioritize behavior-change goals based on social significance?

Q32

  • Safety
  • Client preference
  • Family priorities
  • Likelihood of increasing independence
  • Quality of life
  • Prerequisite skills
  • Behavioral cusps
200

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.

200

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.

300

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.

300

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.

300

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:

  • Obtain informed consent from the client or legal guardian before sharing confidential information.
  • Communicate only with authorized members of the interdisciplinary team.
  • Consult with qualified professionals within your area of competence.
  • Share only information that is necessary for coordination of care.
  • Document consultation and collaboration according to ethical and legal requirements. 
300

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.

300

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.

400

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.

400

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:

  • It reduces observer workload.
  • It provides a representative estimate of behavior.
  • It is practical when continuous recording is not feasible.
400

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

  • Assess treatment integrity.
  • Verify the intervention is being implemented correctly.
  • Review data.
  • Observe implementation.
  • Retrain staff if needed.
  • Modify intervention only if data support doing so.
400

Compare and contrast positive and negative reinforcement.

Q66 Answer:

Positive Reinforcement

  • Adds a stimulus.
  • Behavior increases.

Negative Reinforcement

  • Removes an aversive stimulus.
  • Behavior increases.

Both increase future behavior.

400

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.

500

Define Motivating Operations (MOs) 

Q85: 

Answer:
Motivating Operations are environmental events that:

  1. Alter the value of a reinforcer or punisher (value-altering effect).
  2. Alter the current frequency of behavior associated with that consequence (behavior-altering effect).

Examples include:

  • Establishing Operations (EOs)
  • Abolishing Operations (AOs)
500

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:

  • Percentage of intervals in which the behavior occurred.
  • Example: "The student was on-task during 80% of observed intervals."

MTS is efficient for observing behavior over long periods while minimizing observer burden.

500

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

  • Assess procedural integrity first.
  • Review implementation fidelity.
  • Collect additional data.
  • Modify treatment only if warranted by the data. 
500

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:

  1. The value of a consequence (value-altering effect).
  2. The current frequency of behavior that has historically produced that consequence (behavior-altering effect).

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.

  • Water becomes highly reinforcing.
  • The individual is more likely to ask for water, walk to the refrigerator, or purchase a drink.
500

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.

  • If cleaning up increases in the future, the sticker functioned as a reinforcer.
  • If cleaning up does not increase, the sticker was simply a reward, not a reinforcer.