Bacb Flashcards

Question

**An MO’s behavior altering effect alters the current frequency of behavior and can be either an ____ or ____ effect.** A) evocative, abolishing B) establishing, abative C) evocative, abative D) establishing, abolishing

Answer 1

C) evocative, abative Value altering: **establishing** (increase in current effectiveness), **abolishing** (decrease in current effectiveness ) Behavior altering: **evocative** (increase in current frequency), **abative** (decrease in current frequency)

Answer 2

C) contingency shaped behavior Each change of the display is reinforcement for key pressing. This is now contingency shaped behavior

Answer 3

A) rule governed behavior Although there is a short delay between pushing keys and having the picture inserted, the keys were pushed because a verbal instructions. It is, therefore a rule governed behavior.

Answer 4

3) repertoire altering effects Consequent events and responses without consequences could have repertoire altering effects. That is, they may influence future behavior through reinforcement punishment or extinction.

Answer 5

A) behavior altering effects MO’s and Sd’s evoke and abate behavior (behavior altering effects) and MO’s also have reinforcer value altering effects. Events that follow behavior, (consequent events and responses, without consequence) have potential repertoire altering effects.

Answer 6

B) MO Mands do not occur without a state of deprivation or aversive stimulation. They may occur without an Sd. Although mands are maintained via receipt of the item or event manded, receipt of the object/event occurs after the mand. So any particular mand event is not dependent upon the consequence that follows it.

Answer 7

A) MOs, Sds

Answer 8

A) pulling on the back of the hair and calling “four eyes” A topographical definition is one that describes behavior according to its form (ex: “ reaching across the table in taking food from a peer”.) Note that the topographical definition does not describe the function of the behavior. Using the example topographical definition shown above, only behavior which involves “reaching across the table” would be included. Other behaviors, even those which may be associated with the same function, “obtains food that belongs to someone else” would NOT be included.

Answer 9

B) crying Event recording is not appropriate for measuring response that vary widely in duration, occur so rapidly that observers cannot record accurately, or do not have a clear and distinct onset and offset.

Answer 10

B) be converted to response rate Response rate is defined as the frequency of behavior per unit of time. When observation sessions vary in duration, the frequency of responding is determined in part by the length of the observation. In this case, dividing the number of responses by session duration gives the response rate and allows for making meaningful comparisons over sessions of different durations.

Answer 11

False Rate of response is an inappropriate measure for behaviors that can occur only within limited or restricted situations. Because behaviors that occur within discrete trials are opportunity bound, measures such as percentage of response opportunities in which a response was emitted or trials to criterion should be used.

Answer 12

**B) program adherence, weight is an indirect measure** Indirect measures of behavior target behaviors that are different from the behavior of interest. With indirect measures, a meaningful inference must be apparent between the indirect measure and the behavior of interest. Direct measures of behavior are the same as the behavior of interest. In this example, if the behavior of interest is program adherence, observing and recording whether the man engaged in components of the program would be a direct measure. An indirect measure of the man’s program adherence would be a record of his weight, as we would expect weight to decrease if the man is correctly following the program.

Answer 13

**A) 7 seconds** Latency is a measure of the amount of time between the presence of a specific environmental event and the beginning of the target response that follows it. There is only a single environmental event here: the initial staff request

Answer 14

**A) two consecutive instances of a response class** Inter-response time is the time between responses. It is measured from the time one response ends to the time the next response begins.

Answer 15

**C) has an inverse relationship with response rate** The higher the rate of response, the shorter the IRT and vice versa. IRTs are used in applied settings when designing and evaluating interventions with DRL and DRH components. Studies in the basic literature regarding the schedules of reinforcement often include IRT measures.

Answer 16

**A) two consecutive instances of a response class Interresponse time is the time between responses. It is measure from the time one response ends to the time the next response begins.

Answer 17

**B) when the behavior begins** IRT is the time between responses. It is measured form the time one response ends to the time the next response begins. Start the timer when the behavior stops. Stop the timer when the behavior begins.

Answer 18

C) turning the saw 45-degrees to cut wood that makes a 90-degree angle at the junction The topography of a behavior refers to its appearance, shape or form. For example, when learning to write the letter “b”, the shape or appearance of the letter is important. Topography is a measurable dimension of behavior and is responsive to being shaped by environmental consequences. Behaviors with very different topographies can serve the same function, because the form of a behavior is independent of its function.

Answer 19

**C) The number of trial blocks presented until the student correctly discriminates between words with long and short vowel sounds on all ten trials.** Trials to criterion is a measure of response opportunities needed to achieve a predetermined level of performance. Target criteria are determined by the nature of the target behavior and the desired performance level.

Answer 20

**B) the number of blocks of trials required for the learner to emit the correct response on a predetermined percentage of trials.** Trials-to-criterion is a frequency measure. To yield meaningful information, frequency data must be reported relative to some other variable. For example rate is reported in terms of the frequency of a response over a period of time. With trials-to-criterion, the frequency of opportunities to respond is counted instead of the frequency of the response, e.g., data could be reported as the number of 20 block sessions required for the learner to answer 18/20 (90%) of math problems correctly.

Answer 21

** C) underestimate high frequency behavior** Partial-interval recording tends to **underestimate high frequency behavior** and **overestimate duration**. Consider an observation period of 5 minutes divided into 5 one minute intervals. One student exhibits a target behavior one time in four of the five intervals--a total of 4 responses. A second student exhibits a target behavior three times in four of the five intervals--a total of 12 responses. Yet the data sheets of both individuals would indicate responding in 80% (14/5]* 100) of the intervals. Thus, the summary data for the second student is not sensitive to the high frequency of responding.

Answer 22

**B) underestimate duration** Consider an hour-long class. On-task behavior occurs for 20 minutes, stops for 6 minutes, occurs for 30 minutes, and then stops for 4. The total actual duration would be 50 minutes. However, a 15-minute whole-interval procedure would yield 2 out of 4 intervals (it only occurred entirely during the first and third intervals--50% of the intervals yield a duration estimate of 30 minutes, which is 20 minutes short of the actual duration.

Answer 23

**A) whole interval recording** Select a time sampling method that will produce a conservative measure. When the goal is to increase the behavior, select whole-interval recording because it underestimates the duration of the behavior. When your goal is to decrease a behavior, select partial-interval recording because it overestimates the duration of the behavior.

Answer 24

C) partial interval recording Select a time sampling method that will produce a conservative measure. When the goal is to increase the behavior, select whole-interval recording because it underestimates the duration of the behavior. When your goal is to decrease a behavior, select partial-interval recording because it overestimates the duration of the behavior.

Answer 25

**Total Count IOA** The simplest and crudest indicator of I0A for event recording data compares the total count recorded by each observer per measurement period. Total count I0A is expressed as a percentage of agreement between the total number of responses recorded by two observers and is calculated by dividing the smaller of the counts by the larger count and multiplying by 100 Obtained through **event recording**

Answer 26

**Mean Count-per Interval IOA** The likelihood that significant agreement between observers' count data means they measured the same events can be increased by (a) dividing the total observation period into a series of smaller counting times, (b) having the observers record the number of occurrences of the behavior within each interval, (c) calculating the agreement between the two observers' counts within each interval, and (d) using the agreements per interval as the basis for calculating the I0A for the total observation period. Data obtained by **event recording**

Answer 27

**Exact Count-per-Interval IOA** The percentage of total intervals in which 2 observers recorded the same count Data obtained by **event recording**

Answer 28

**Trial-by-trial IOA** Data obtained by **event recording** - calculating total count IOA for discrete trial data used the same formula as total count IOA for free operant data: The smaller of the 2 counts reported by the observers is divided by the larger count and multiplied by 100, but in this case the number of trials for which each observer recorded the occurrence of the behavior is the count. - Total count IOA of discrete trial data is subject to the same limitations as total count IOA of free operant data: It tends to **overestimate** the extent of actual agreement and does not indicate how many responses, or which responses, trials, or items, posed agreement problems.

Answer 29

**Interval-by-interval IOA** - Considers agreement on ALL intervals. Divide the number of agreements by the total number of intervals - When using an interval-by-interval I0A (sometimes referred to as the point-by-point, total interval or block-by-block method), the primary observer's record for each interval is matched to the secondary observer's record for the same interval. - Interval-by-interval IOA is likely to **overestimate** the actual agreement between observers measuring behaviors that occur at **very low or very high rates**. This is because interval-by-interval IOA is subject to random or accidental agreement between observers. - interval-by-interval agreement is likely to be high **data obtained by interval recording/time sampling**

Answer 30

- only those intervals in which either or both observers recorded the occurrence of the target behavior are used in calculation - **Agreement**: counted when both observers recorded that the behavior occurred in the same interval - **Disagreement**: each interval in which one observer recorded the occurrence of the behavior and the other recorded its non occurrence - For behaviors that occur at low rates, scored-interval IOA is a more conservative measure of agreement than inter-val-by-interval IOA. This is because scored-interval IOA ignores the intervals in which agreement by chance is highly likely. - To avoid overinflated and possibly misleading IOA measures, we recommend using scored-interval interobserver agreement for behaviors that occur at frequencies of approximately 30% or fewer intervals.

Answer 31

- only intervals in which either or both observers recorded the **non-occurrence** of the target behavior -**Agreement**: counted when both observers recorded the non-occurrence of the behavior in the same interval -**Disagreement**: each interval in which one observer recorded the non-occurrence of the behavior and the other recorded its occurrence - For behaviors that occur at relatively high rates, unscored-interval IA provides a more stringent assessment of interobserver agreement than does interval-by-interval IOA. To avoid overinflated and possibly misleading IOA measures, we recommend using unscored-interval interobserver agreement for behaviors that occur at frequencies of approximately 70% or more of intervals.

Answer 32

1) functions as a basis for determining the competence of new observers 2) can detect observer drift over the course of a study 3) Third, knowing that two or more observers consistently obtained similar data increases confidence that the definition of the target behavior was clear and unambiguous and the measurement code and system not too difficult. 4) Fourth, for studies that employ multiple observers as data collectors, consistently high levels of 10A increase confidence that variability in the data is not a function of which observers) happened to be on duty for any given session, and therefore that changes in the data more likely reflect actual changes in the behavior.

Answer 33

(a) use the same observation code and measurement system, receive identical training (b) observe and measure the same participant(s) and events at precisely the same observation intervals and periods. Must be positioned to have a similar view of subject and environment. Must begin and end at same time (c) observe and record the behavior independent of any influence from one other. Ensure that neither observer is influenced by the other’s measurements.

Answer 34

D) all the above

Answer 35

**Accuracy** Observed values approximate actual events

Answer 36

**Reliability**

Answer 37

**The extent to which consumers of data have confidence that it provided a credible basis for interpreting events** The extent to which others are convinced that measures provide a credible reflection of actual events

Answer 38

**The extent to which a measurement system measures what it claims to measure** Was a relevant dimension of the behavior that is the focus of the investigation measured directly and legitimately?

Answer 39

**Reactivity**

Answer 40

**Observer drift**

Answer 41

Complex data collection systems (eg. several target behaviors or several subjects) can increase the possibility of errors in data collection

Answer 42

Preconceived notions about the behavior and/or person being observed may bias data collection

Answer 43

**B) most of the intervals indicate no response** A high response rate warrants reporting non occurrence agreement A low rate response warrants reporting occurrence agreement When this is the case, report IOA for intervals in which at least one observer does not record a response. Report IOA for scored intervals (i.e., occurrences) for low rate behaviors

Answer 44

**B) very high** When behavior occurs at high rates, interval-by-interval agreement may be skewed because both observers are likely to score a response in a high number of intervals. Reporting agreement only for intervals in which at least one of the observers recorded a nonoccurrence is more conservative and conveys a better representation of the consistency with which the behavior is measured.

Answer 45

**A) very low** When behavior occurs at low rates, interval-by-interval agreement may be skewed because of a high number of intervals in which neither observer scores a response. Reporting agreement only for intervals in which at least one of the observers recorded an occurrence is more conservative and conveys a better representation of the consistency with which the behavior is measured.

Answer 46

C) **because the behavior is so frequent, I think observers just score each interval."** If behavior rates are high, it could be that in the quest to obtain a good agreement score, observers "drift" away from observing carefully and err on the side of recording occurrences because they predict (perhaps unconsciously) that the other observer will record an occurrence. This drift may be less likely if observers know that IO will be determined separately for nonoccurrences.

Answer 47

C) **because the behavior is so frequent, they appear to be recording occurrences when there were none."** When behavior occurs at very high or very low rates, interval-by-interval agreement is likely to be high. This is because observers may lapse into scoring an interval consistent with what behavior usually occurs (or does not occur), rather than maintaining careful observation (i.e., they "get in the habit" of scoring a certain way).

Answer 48

**A) hand biting that is momentary** A frequency or rate measure of behaviors that vary in duration and intensity is not sensitive to those dimensions, because by definition each occurrence gets one count, whether large or small, mild or intense. Therefore, if those are important dimensions, duration or intensity measures should be used. Frequency measures for these dimensions would involve separate measures, for example, mild, moderate, or severe, or similar categories to capture different magnitudes of the dimension being measured. Frequency or rate measures should not be used for behaviors that are too rapid to count.

Answer 49

** C) is the central tendency of the data along the vertical axis** Level is analyzed within a phase (to compare parts of a single phase) or across phases (to compare two or more phases). It is the value on the vertical axis that reflects the central tendency of the data. It is common to use the mean or median to describe level. However, if there is a high degree of variability, a description of the data should include the range. In such cases, presenting only the level is misleading, because it represents few, if any, data points.

Answer 50

**A) indicated with a horizontal line** The average level is the arithmetic mean of the values of the dependent variable. It is the sum of the values of the dependent variable divided by the number of values. Level is indicated with a horizontal line.

Answer 51

**B) broken vertical line** Separate experimental conditions with a solid vertical line. Minor modifications to a condition are represented with a dashed line

Answer 52

**B) 0 to 90 percent, with no scale breaks** Scales should begin at zero. If the range of values of the dependent variable is large and some of those values are at the lower end of the scale, do not use a scale break.

Answer 53

**C) Standard Celeration Chart** The Standard Celeration Chart best accommodates an analysis of variability at very high and very low rates

Answer 54

**D) all the above** Indirect measures of behavior a) are not typically used in applied behavior analyst, b) target behaviors that are different from the behavior of interest, and c) should only be used when the investigator does not have direct access to the behavior of interest. A meaningful inference must also be apparent between the indirect measure and the specific behavior of interest. For eva. mple, if a client reports hearing voices that are not heard by others and the BCBA is interested in decreasing the hallucinations, the BCBA might target the client's report of hearing voices. A report of hearing voices is an indirect measure of the hallucinations, as the BCBA cannot observe and measure the actual hallucinations. Measuring the reports of hearing voices is also relevant to the behavior of interest - the client hearing voices.

Answer 55

**A) also worked with two other 5-year-olds with ASD In behavior analysis external validity is addressed through direct replication (duplication of the exact conditions in the previous experiment) and systematic replication (varying one or more aspects of the previous research) of research findings. Direct replications can be intersubject (different subjects with similar characteristics are exposed to the treatment) or intrasubject (the same subject is used in the replication).

Answer 56

**D) different experimental conditions** Repeated measures of the same individual’s behavior during different experimental conditions serve as a basis for comparison

Answer 57

** C) participants in each study condition are “equivalent” on key characteristics** The logic underlying group design is that the subject groups in the assigned conditions are assumed to be similar on key characteristics or status variables (e.g., age, gender, test scores) at the start of the study. This is sometimes addressed directly by "matching" subjects on status variables, and then randomly assigning one subject to the control group and the matched subject to the experimental group. By starting with the assumption of equivalent groups, differences observed after the introduction of the independent variable can be attributed to the independent variable.

Answer 58

**B) sequence effects** The rapid alternation of conditions characterized by the alternating treatments design **controls for several threats to validity**. These include **maturation** (changes that occur in the subject during the experiment), **data instability** (variability obscures effects due to overlapping data points), **sequence effects** (a condition run for several sessions influences the next condition), and to some degree, **attrition** (loss of subjects).

Answer 59

**A, C, D, E, G** Defining features of single subject research in behavior analysis include, baseline logic experimental reasoning, subjects serving as their own control repeated measurement of the dependent variable overtime, visual inspection of graphic data for changes in trend, level, or variability, inter-subject replication to establish experimental control, and replication across subjects, settings, and materials to establish external validity. Additionally, the level of analysis is focused on the individual and changes in behavior need to be socially important to the individual.

Answer 60

**D) all of the above** The experimental methods in behavior analysis are guided by the perspective that behavior is an individual and continuous phenomenon that is determined by the functional relations it holds with other events. Additionally, behavior variability is the result of environmental influences. Single subject experimental analysis manipulates variables suspected of creating variability to assess casual factors. in contrast, group experimental designs hold that variability is intrinsic to the organism and is distributed randomly in the population. In group research, managing variability is addressed through statistical analysis.

Answer 61

**C) performance approximates the requirement specified in the contingency as the criterion is varied** In a changing criterion design, experimental control is demonstrated when the level of behavior abruptly changes to approximate the requirement specified in the contingency as the criterion is varied. Therefore, the criterion must change in a stepwise fashion.

Answer 62

**D) all of the above** The multiple probe design employs a multiple baseline assessment strategy of the acquisition of behavioral performances. It consists of 1) an initial assessment of a learner's performance prior to training, 2) measuring the learner's performance on every skill before training that skill, and 3) measuring the learner's performance on every skill after mastery performance is achieved on each skill.

Answer 63

** C) achieve stable responding for all target behaviors before intervening, if possible** A multiple baseline across behaviors design should target functionally independent behaviors (i.e., of different response classes). It is preferable that stable responding be achieved for all target behaviors before intervening. Intervention should begin with the most stable behavior. Use only one intervention. Run respective baseline conditions for a varied number of data points before intervening. When stable responding occurs on the current target, intervention may begin for the next target.

Answer 64

**A) Collect one to three probe measures for each step. If the data indicate a low, stable trend for all of the behaviors, begin the intervention with the first step Once the intervention is begun, do not collect any measures on the second and third steps.** Multiple Probe Procedure: 1) Collect one to three probe measures for each step in the task. 2) If the data remain low and stable for all three probes, implement the intervention for step one until criterion is attained. 3) Collect three probe measures for all three steps. 4) Repeat #1 through #3 until criterion has been achieved on all steps and a final probe condition has been implemented.

Answer 65

**D) all of the above** Demonstration of a functional relation requires (a) a behavior change only with the onset of the intervention, (b) a replication of behavior change across at least two behaviors, persons, or settings (but usually three or more), and (c) staggered implementation of the intervention.

Answer 66

**D) do not necessarily reflect behavior at that level in the absence of the other condition.** Due to possible multiple treatment interference, one cannot be certain that an effect obtained when alternated with another condition would be the same as the effect obtained if it were the only condition. Even if the other condition is baseline, when a treatment is implemented constantly (vs. intermittently), it may produce a different level of behavior.

Answer 67

** D) 10, 14, 16, 24, 22, 28** A phase that has a criterion in the series that is contrary to the general trend enhances experimental control. For example, if a DRL procedure to reduce hand flapping set phase criterion that included rates of hand flapping lower than 30, 27, 22, 28, 20, and 18, the inclusion of the criterion of 28 between 22 and 20 would enhance experimental control.

Answer 68

**C) maturation** **CLIENT ATTRITION**: can be avoided by starting the experiment with one or more extra subjects. **MATURATION**: can be controlled for by rapidly changing experimental conditions. **CHANGES IN THE ENVIRONMENT**: can be controlled for by continuing experimental conditions until data stabilizes. **BOOTLEG REINFORCEMENT**: can be avoided by using reinforcers that are unavailable elsewhere.

Answer 69

**A) the schedule with the highest rate of the target behavior** In a multiple schedule reinforcer assessment, a reinforcer is delivered on different component schedules for the same behavior at different times. Thus, the more powerful reinforcer/schedule combination is the one associated with the highest response rate.

Answer 70

** B) the behavior with the highest response rate** In a concurrent schedule reinforcer assessment, within the same session different stimuli are delivered contingent on the occurrence of different behaviors according to the same schedule of reinforcement (usually FR1). Thus, the most potent reinforcer is associated with the behavior with the highest response rate.

Answer 71

** C) concurrent schedule reinforcer assessment ** A concurrent schedule reinforcer assessment delivers different reinforcers for different behaviors. All contingencies are available at the same time and the more potent reinforcer is the one whose associated behavior occurs at the highest rate. For example, a teacher delivers a Skittle and a piece of chocolate for placing yellow blocks and green blocks in a bin, respectively. Frequency data indicate that the student placed more yellow blocks in the bin; therefore, the Skittle is the more potent reinforcer and is more likely to result in higher rates of task completion.

Answer 72

** C) includes information regarding the person’s physiology, interactions with others, and reinforcement history** An ecological/ecobehavioral assessment focuses on assessing the variables in the environment that impact the target behavior. To achieve this, an ecological assessment evaluates the various settings in which the individual functions, the contingencies operating in these environments, and other stimuli that may be relevant. An ecological/ecobehavioral assessment is a form of descriptive assessment because it is characterized by information gathering, not the manipulation of contingencies.

Answer 73

**D) all of the above** A scatter plot is a grid upon which time of day, session, period, etc. is indicated along one ordinate and the time, day, or date is indicated along the other ordinate. Occurrences of the behavior are recorded in each of the cells that make up the grid. This results in a graphical illustration of the times of day in which the behavior is most likely to occur. Further assessment efforts would then focus on those times.

Answer 74

** C) percent of time should only be used with duration measures** Percent of time is sometimes erroneously indicated when the criterion should be percent of opportunities. It is appropriate to use percent of time only when the duration of the behavior is important (e.g., in-seat behavior, time on-task, amount of time engaged in social interaction).

Answer 75

** A) functional skills are taught and maintained** A supportive therapeutic environment is one in which functional skills are taught and maintained. Even with tasks that may be beyond a person's ability, assistance can be provided with the goal of teaching skills that make the task more manageable. Incidental learning opportunities such as this should be encouraged to allow the natural environment to support skill acquisition.

Answer 76

** C) acceptability of the amount of behavior change** **SOCIAL VALIDITY OF GOALS**refers to the relevance of the target behavior to everyday life. For example, decreasing blinking is probably not relevant; however, decreasing self-injurious behavior is relevant and of social importance. **SOCIAL VALIDITY OF INTERVENTIONS** refers to the acceptability of a behavior change procedure. Using aversive procedures to reduce hand flapping may be judged to be unacceptable; however, it may be acceptable to address serious self-injurious behavior not amenable to positive interventions. **SOCIAL VALIDITY OF OUTCOMES** refers to the magnitude (or significance of) behavior change. Reducing aggression by 10% is not likely to be considered a change of significant value. Reducing it by 50% is more likely to be considered a socially valid outcome.

Answer 77

** B) allows an individual to access new reinforcers, contingencies and environments** Behavioral cusps are skills that (a) facilitate the development of more complex behaviors (e.g., acquiring generalized imitation makes it possible to acquire new skills without direct teaching), (b) provide access to new reinforcers, contingencies, and environments, and (c) are often considered important to an individual's development. Many skills may be worthwhile in themselves, but if possessing them does not create the possibility for an individual to gain additional skills and/or access new experiences, they would not be cusps.

Answer 78

** C) remains stable in terms of scheduled activities and personnel** A supportive therapeutic environment certainly should be responsive to individuals changing needs, but effective behavioral programming relies on stability, consistency, and predictability..

Answer 79

**B) the extent to which independent variables are manipulated precisely as described and intended** This module is based on the distinction made by Cooper et al. (2020). They use PROCEDURAL FIDELITY to refer broadly to the extent to which all procedures - not just those elements that are directly manipulated to affect the dependent variable - are implemented correctly across all phases, including baseline. They reserve -TREATMENT INTEGRITY for (a) the application of the independent variable exactly as planned and (b) the absence of any unplanned variable that could influence the outcome of treatment. Be aware that terms that may be treated as interchangeable in the behavior analytic literature include treatment integrity, treatment fidelity, fidelity of implementation, procedural integrity, procedural fidelity, and program integrity. (Cooper et al., 2007, pp. 235-237; Cooper et al., 2020, pp. 226-227; Mayer et al., 2019, pp. 127-128; Mayer et al., 2022, p. 132)

Answer 80

**C) data on the target behavior under the intervention to data on other behaviors not exposed to the intervention** When using a multiple baseline design to assess the effects of an interventio predictions are made about the future occurrence of the targeted behaviors without intervention by assessing baseline data. Verification is made by comparing the rate of the target behavior under intervention to the rate of the other behaviors still in baseline. Replication of the effects of the intervention is made each time the intervention is applied to another of the baseline behaviors.

Answer 81

**B) more years of experience is associated with a small, but significant, positive impact on the mastery of learning objectives by children** Research indicates that a 4% increase in mastered learning objectives occurs for every year of experience a certified behavior analyst accrues in overseeing ABA programs. Although scant, research on the learning outcomes of ren on the autism spectrum indicate that having ABA-based tr atmon. programs overseen by a BCBA makes a difference. Dixon et al. (2U16) found that children with ASD whose treatment was supervised by a credentialed behavior analyst mastered 73.7% more learning objectives per hour, and that for every year of applied experience of the BCBA, there was a 4% increase in the percent of objectives mastered.

Answer 82

**B) performance analysis** Performance analysis is the process of problem solving, based in part on behavioral approaches to management, developed to assist managers and/or organizational consultants in assessing performance problems in the work setting. A consultant enters an organization and is presented with a general problem. It is then her job to pinpoint the appropriate problem performance, analyze the performance through the use of some diagnostic or algorithm procedure, such as performance diagnostics, and recommend a corrective action. **Functional analysis** - an experimental assessment used to determine the function of an individual's behavior. **Performance management** - the use of scientific methods to create productive work settings. **Performance diagnostics** - a method of assessing performance problems by evaluating the antecedent and consequence that are maintaining the behavior **Performance analysis** - the process of problem solving around staff performance problems in the work setting. Performance analysis and performance diagnostics are often used interchangeably.

Answer 83

**B) graduated guidance** **MOST-TO-LEAST** the initial prompt is known to occasion the behavior I.e. initial physical guidance through the entire performance; progressive fading of the prompt follows after every few sessions **LEAST-TO-MOST** initial opportunity to respond independently; no response within, for example, 5 seconds or an error, results in immediate low level assistance; higher level assistance follows subsequent errors **GRADUATED GUIDANCE** full guidance is provided immediately, but faded immediately contingent upon correct responding **TIME DELAY (PROMPT DELAY)** prompt is provided immediately on first trials. Prompt is delayed progressively allowing the learner an increasing time to respond

Answer 84

**A) involves moving the location of the prompt** Shadowing and spatial fading are part of graduated guidance. Shadowing involves the teacher moving their hands near, but not touching, the learner. This enables the teacher to quickly interrupt an error and may serve as a visual guide for the learner. Similarly, spatial fading refers to where the shadowing prompt is provided. For example, initially it may need to be at the hand, later at the wrist, then elbow, then shoulder.

Answer 85

**C) involves gradually removing a stimulus prompt** Stimulus shape transformation involves changing the topography of the physical stimulus. Stimulus fading involves gradually removing a stimulus prompt. Neither involves shaping the response.

Answer 86

**B) presenting a picture of a Coca-Cola bottle next to the word “Coca-Cola”, and gradually fading the picture** Stimulus shape transformation involves manipulation of the form of the S°. Stimulus fading involves fading out a prompt that is a controlling stimulus or highlighted physical dimension of the target

Answer 87

**C) a quick decrease; an immediate decrease** An attempted extinction procedure that allows 20% of the responses to produce reinforcement will likely cause the rate to increase, due to a lean variable schedule of reinforcement. If it is a punishment procedure, intermittent punishment will cause the behavior to decrease.