BCBA Sample Questions Answers

Shaping

Modeling

Maintenance

Fading

Stimulus generalization

Response generalization

Failure to generalize

Natural contingencies

Negative reinforcement

Negative punishment

Positive punishment

Extinction

Use a differential reinforcement procedure for the absence of problem behaviors for an amount of time with a high magnitude reinforcer as a reward.

Use a high magnitude punishment procedure every time he/she exhibits the problem behavior.

Use a low magnitude punishment procedure every time he/she exhibits the problem behavior.

Use a fixed ratio reinforcer every time he/she exhibits appropriate behavior.

Determinism

Law of parsimony

Empiricism

None of the above

Frequency

Duration

Percentage

Latency

Escape

Avoidance

Positive reinforcement

Stimulus fading

Effective

Technological

Applied

Empirical

take data on student performance simultaneously with the teacher.

compare student's self-graphed data to data collected by the teacher.

compare data collected at the same time by the teacher and another teacher.

compare her/his observation of a student's performance with data collected by the teacher from an earlier training session with the student.

a consequence analysis.

a functional analysis.

a response analysis.

a descriptive assessment.

across settings.

across individuals.

when returning to baseline.

to meet predetermined levels.

covert behavior.

overt behavior.

operant behavior.

respondent behavior.

a bitter taste

social disapproval

excessive stimulation

physical restraint

Discriminative stimulus

Conditioned stimulus

Establishing operation

Negative reinforcer

completion of training should be based on the demonstrated competency of the staff.

skills should be measured only upon the completion of training.

training should be accomplished by observation followed by a question-and-answer session.

underlying competency-based principles should be taught.

produces greater interobserver agreement and requires less training time for observers.

allows for easier and more reliable quantification of temporal locus and temporal extent.

increases the likelihood that the behavior of interest will be reliably detected by observers or measurement equipment.

makes calibration checks of observers or measurement equipment less necessary.

changes in a response class produce a functional consequence.

changes in a stimulus class consistently alter a property of a response class.

reinforcement is contingent upon responding.

a stimulus elicits a response without previous conditioning.

Partial-interval recording

Whole-interval recording

Momentary time sampling

Percentage of occurrence

fluency.

performance.

rate of correct responding.

interobserver agreement.

response intervention.

antecedent manipulation.

response cost.

overcorrection.

Instruct the coworker to stay away from Wilma.

Give Wilma breaks away from her coworker whenever arguments begin.

Assign Wilma to a different workstation.

Place signs in the workstations identifying appropriate workplace behavior.

a summary of the functional assessment; the target behavior; and the consequences for its occurrence and non-occurrence.

vocal descriptions of how the behavior is to be measured; the consequences for its occurrence and non-occurrence; the contract manager; and the target behavior.

written descriptions of how the behavior is to be measured; when behavior must occur; the consequences for its occurrence and non-occurrence; the contract manager; and the target behavior.

a summary of the functional assessment; written descriptions of how the behavior is to be measured; when behavior must occur; the contract manager; and the target behavior.

Bonnie learned to choose and wear coordinated outfits but after one month she would only select red outfits.

Jim was taught to say "hello" and continues to say "hello" to his trainer.

Ricky became more productive in math and simultaneously his reading improved.

Tim learned to ask for help from his teacher and now can ask a fellow student for help.

James ate dinner tonight and came down with indigestion.

While throwing a chair, Linda bit her tongue.

Susan hit her head on the wall, and a staff person asked her to stop.

When asked to do her tasks, Doris said, "I will not do that!"