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BCBA Exam Prep > Behavior Analytic Assessment > Flashcards

Behavior Analytic Assessment Flashcards

1
Q

What can be described as the design, implementation, and evaluation of environmental modifications to produce socially significant improvement in human behavior?

A

ABA

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2
Q

True or false: ABA is one particular intervention, procedure, or set of procedures

A

False

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3
Q

What are the 7 components of ABA?

A

Applied, behavioral, analytical, technological, conceptually systematic, effective, generality

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4
Q

What denotes an antecedent stimulus in the presence of which a particular response probably will not result in reinforcement?

A

S-Delta

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5
Q

What is a response class?

A

all behaviors that are occasioned by the same stimuli and result in the same reinforcing consequence

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6
Q

What is a stimulus class?

A

a set of stimuli that set the occasion for the same behavior

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7
Q

What is the difference between a goal & an objective?

A

A goal is typically a long term, terminal goal for the learner. An objective is short term, behavioral objectives that specify precise behaviors, conditions, and criteria that will demonstrate mastery of the long term goal.

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8
Q

What are the four components of “good” objectives?

A

Condition, behavior, learner, criteria

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9
Q

What component of a “good” objective can be defined as the specifications of any givens or restrictions to be placed on the response (e.g., how, where, with what, with whom)?

A

conditions

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10
Q

Which component of a “good” objective must be operationalized, or operationally defined?

A

behavior

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11
Q

What component of a “good” objective specifies the extent of behavior change desired or needed, and should be achievable (based on baseline levels)?

A

criteria

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12
Q

What constitues a behavior being well establishe?

A
  • it is fluent
  • occurs across situations, people, and times of day
  • no longer prompt dependent
  • reinforcers are no longer intrusive, have been thinned, & naturally occur within environment
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13
Q

What 3 steps does measurement in ABA entail?

A
  • identifying the behavior
  • operationally defining behavior
  • selecting an appropriate observation & data-recording method
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14
Q

True or false: all assessments are either criterion-referenced or curriculum-based.

A

False

Norm-referenced assessments are used by insurance (e.g., Vineland)

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15
Q

What do AFLS, ABLLS, and VBMAPP all have in common?

A

They all provide “questions” that can be presented to caregivers, or you can reflect on yourself if you know the learner well (e.g., teachers, daycare staff).

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16
Q

True or false: most assessments used to develop skills programs are criterion-referenced

A

true

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17
Q

True or false: The VB-MAPP is an example of a norm-referenced assessment.

A

false

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18
Q

What’s a widely used assessment tool used to develop skill acquisition programs for young children with autism?

A

VB-MAPP

19
Q

What are the benefits of conducting a preference assessment?

A
  • identifying motivation
  • identifying what learners may be willing to work for
  • identifying multiple potential reinforcers to prevent satiation
20
Q

Which of the following are synonymous terms?

  • preference assessment, reinforcer assessment
  • multiple stimulus w/ replacement, multiple stimulus w/o replacement
  • pairwise assessment, forced choice assessment, paired stimulus assessment
  • multiple stimulus w/o replacement assessment, forced choice assessment
A

pairwise assessment, forced choice assessment, paired stimulus assessment

21
Q

What are the 3 functions of behavior?

A

access, escape, and automatic reinforcement

22
Q

What are the 4 basic conditions within a functional analysis?

A

alone, attention, demand, tangible

23
Q

What should be included within a crisis plan for a FA?

A
  • what crisis behaviors look like
  • environment ant. for the crises behaviors
  • who should be notified of a crisis and how
  • who should intervene
  • procedures for intervening and de-escalation
  • what to do after the crisis is resolved
24
Q

What do the Functional Assessment Interview (FAI), Questions About Behavioral Function (QABF), and Functional Assessment Screening Tool (FAST) all have in common?

A

They are tool guides used for an indirect functional analysis.

25
Q

What categories can a functional analysis fall into?

A
  • indirect (e.g., FAST, QABF)
  • descriptive (e.g., conditional probabilities)
  • experimental (e.g., testing with demand, alone, tangible, play, and attention conditions)
26
Q

Percentage of ABA practitioners that report they almost always, or always, use a functional analysis

A

36%

27
Q

True or false: The ABC data collection process is the most accurate way to identify the function of a challenging behavior

A

False

28
Q

True or False: Functional behavior assessment and functional analysis are the same thing

A

false

29
Q

True or False: the purpose of identifying behavioral function is so that effective interventions can be found to address the behavior.

A

true

30
Q

True or False: Scatterplot data can be useful in finding out more about MOs, SDs, and S-deltas.

A

true

31
Q

True or False: Antecedent data on an ABC chart can be anything that occurs before the behavior, including setting events.

A

false

32
Q

Which functional analysis is typically conducted in schools, clinics, and home environments where time is a concern?

A

brief functional analysis

33
Q

Which FA makes use of the natural environment to determine behavioral function?

A

Trial-based functional analysis

34
Q

What FA is a great tool for identifying the behavioral function of dangerous behaviors, or behaviors that do not happen often?

A

latency-based FA

35
Q

What FA involves combining reinforcing contingencies into a single test condition?

A

Interview-informed synthesized contingency analysis (IISCA)

36
Q

Functional analysis yields what type of results?

A

causal

37
Q

Prior to the introduction of functional analysis, what did behavior interventions rely on?

A

Reinforceers and punishers without much consideration around why the person engaged in the behavior.

38
Q

What do precursor functional analyses help to prevent?

A

extensive reinforcement of problem behavior

39
Q

what are the pros of conducting a FA?

A
  • allow valid conclusions concerning the variables that maintain problem behavior
  • used most often by researchers
  • enable the development of effective reinforcement-based treatemtns and less reliance on punishment procedures
40
Q

What are the cons of a FA?

A
  • may temporarily strengthen the challenging beavior
  • may cause bx to acquire new functions
  • may not be socially valid for all practitioners
  • time, effort, and expertise required to conduct are interpreted as barriers
41
Q

attention, escape, alone, or play

In this condition, you provide the learner with multiple reinforcing items, zero demands, and provide a lot of attention. If the learner engages in the challenging behavior during this condition, you ignore it or provide brief neutral redirection. What is this condition?

A

play

42
Q

attention, escape, alone, or play

The condition in which you place the learner in an area free from reinforcers and ignore or neutrally redirect any occurrences of the challenging behavior is known as which of the following?

A

alone

43
Q

attention, escape, alone, or play

The condition in which you provide a brief reprimand contingent on the occurrence of the challenging behavior is known as which of the following?

A

attention

44
Q

attention, escape, alone, or play

The condition in which you present a demand and then briefly remove it contingent on the occurrence of the challenging behavior is known as which of the following?

A

escape

BCBA Exam Prep (8 decks)

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