Comp 2.

Question 1

A BCBA is planning a functional analysis using the protocol outlined by Iwata et al. (1982/ 1994). Which of the following will be a component of the test condition to assessed whether behavior is maintained by social negative reinforcement?

Answer 1

presentation of demands to complete non-preferred activities

Question 2

A BCBA is planning to add a tangible condition to a functional analysis to test for behavior maintained by positive reinforcement. Which of the following will serve as a contrived motivating operation in this condition?

Answer 2

brief access to the preferred tangible, followed by removal of the tangible at the start of the session

Question 3

Which of the following best describes how functional analysis interpretation occurs?

Answer 3

the analysis examines the # of data points or % of data points in each test condition that fall above and below criterion lines of the control condition

Question 4

Marianne is outlining a functional analysis as a requirement for her supervision. She has selected a multi-element design to use. Her supervisor tells her that this design has some limitations relative to conducting functional analyses. Which of the following is one of those limitations?

Answer 4

the participant may not discriminate between conditions due to their rapid alternation

Question 5

Which of the following statements is true about the trial-based functional analysis?

Answer 5

the trial-based analysis capitalizes on naturally occurring events and allows the analyst to manipulate potential maintaining variables in a discrete-trial format

Question 6

Joey engages in intense head hitting at a high rate. The head hits are frequently preceded by throat clearing. The teachers and parents have not been able to treat this behavior and are motivated to have the BCBA perform a functional analysis. What would be a consideration if a precursor functional analysis were chosen?

Answer 6

Whether the environmental determinants of the throat clearing and head hitting were the same.

Question 7

During a functional analysis conducted in a clinic, the BCBA presents a demand until the target behavior of eye gouging occurs. When the eye gouging occurs, the demand is removed and the session is ended. The resulting data is a mean number of seconds. What type of functional analysis is likely being demonstrated?

Answer 7

Latency functional analysis

Question 8

Which of the following are reasons that Practical Functional Assessment (also known as IISCA) has been described as a more ethical approach to functional analysis?

Answer 8

It is claimed to be a quicker and more efficient process as it has a reduced number of conditions.d number of

Question 9

What is one of the purposes for the interview portion of the Practical Functional Assessment (IISCA)?

Answer 9

To synthesize all reported reinforcers into a single test condition to increase efficiency.

Question 10

How were physicians involved in maintaining ethical implementation and safety during the Iwata et al., (1982/1994) study?

Answer 10

Physicians examined the clients and recommended criteria for ending sessions based on degree of injury.

Question 11

A combined schedule in which a single reinforcement is programmed for a single behavior by 2 schedules acting in succession without correlated stimuli is called a __________________ schedule. An example of this would be a combination of FI45 FR10 where the 10th response counted after 45 minute elapses is reinforced.

Answer 11

tandem

Question 12

James Barrett, in 1974, conducted his postdoctoral research at at the Worcester Foundation for Experimental Biology. His research focused on the effects of implementation of combined schedules of reinforcement. In his study, key pecking of pigeons was maintained under combined schedules of food presentation in which both a fixed‐interval and a fixed‐ratio schedule had to be completed before a peck produced food. This combined schedule is called:

Answer 12

conjunctive

Question 13

Hanley & Iwata (2001) further evaluated the use of combined schedules. Two other participants in the FCT study were exposed 2 conditions: 1) combined-schedules that involved unsignaled alternation between reinforcement and extinction components for the alternative behavior, and 2) combined-schedules that involved signaled alternation between reinforcement and extinction components for the alternative behavior. Results obtained for these 2 participants indicated that the use of discriminative stimuli facilitated reinforcement schedule thinning.

The first condition involved the use of a _______________ schedule and the second involved the use of a _______________ schedule.

Answer 13

mixed/ multiple

Question 14

Hanley & Iwata (2001) evaluated four methods for increasing the practicality of functional communication training (FCT) by decreasing the frequency of reinforcement for alternative behavior. After treating problem behavior successfully with the introduction of FCT on a FR1 schedule, one participant was then exposed to increasing delays to reinforcement under FR 1, a graduated fixed-interval (FI) schedule, and a graduated combined-schedule arrangement in which signaled periods of reinforcement and extinction were alternated. Results showed that (a) increasing delays resulted in extinction of the alternative behavior, (b) the FI schedule produced undesirably high rates of the alternative behavior, and (c) the combined schedule resulted in moderate and stable levels of the alternative behavior as the duration of the extinction component was increased.

This combined schedule arrange is referred to as a __________________ schedule.

Answer 14

multiple

Question 15

In a ________________ schedule, during which an FR1 component is alternated with an EXT component for a single response, each component reinforcement schedule is correlated with a different stimulus (for example, the FR1 component could be associated with a green stimulus (SD) and EXT component could be correlated with a red stimulus (SΔ)). When this combined schedule is in effect, each change from the red to the green stimulus should produce a rapid and reliable increase in responding, and each change from the green to the red stimulus should produce a rapid and reliable decrease in responding after stimulus control has been established.

Answer 15

multiple

Question 16

Jwaideh (1973) examined the effects of the responding of pigeons’ key pecking behavior during schedules consisting of 3 or 5 equal components, where component 1 was presented first, and once completed, component 2 was presented. When component 2 was completed, component 3 was presented (and so on). A different colored light was present with each component. This type of schedule is called:

Answer 16

chained

Question 17

An instructor may arrange multiple schedule components so that all schedule components must be completed to receive reinforcement. For example, Vollmer et al. (1997) used such a combined schedule to treat severe aggressive behavior of a 13-year old girl with mental retardation who exhibited severe aggression. In this study, he combined a FT schedule with a MDRO to decrease aggression while simultaneously minimizing/ addressing the negative side effects of FT schedules. In this combined schedule condition, the requirements of both the FT and the MDRO schedule were required to result in reinforcement delivery. This combination is schedule components is referred to as:

Answer 17

conjunctive

Question 18

Borrero et al. (2010) examined how children who exhibited functionally equivalent problem and appropriate behavior allocate responding to experimentally arranged reinforcer rates. Three individuals with developmental disabilities participated. Problems behaviors measured included screaming, disruptive behavior, aggression and SIB; appropriate behaviors were individually selected and functionally equivalent. Each individual was exposed to a baseline and 4 experimental conditions. In each condition, a simultaneously available but unsignaled VI/ VI schedule was presented. Conditions includes simultaneous but equal VI/ VI schedules, a problem behavior rich condition, where problem behavior was reinforced on a denser schedule than appropriate behavior, an appropriate behavior rich schedule, in which appropriate behavior was reinforced on a denser schedule, and a treatment condition, where appropriate behavior was reinforced on a CRF and problem behavior on an EXt schedule. The schedule arrangement in the experimental conditions is referred to as:

Answer 18

conjoint

Question 19

A combined schedule of reinforcement includes:

Answer 19

2 or more schedule components

Question 20

Susan comes home from work and she is starving. This condition serves as an unconditioned motivating operation in establishing food as an unconditioned reinforcer. However, there is no food in the fridge. She decides to drive to the market to get some dinner, but she needs her keys to the car. In this examples, the keys function as a:

Answer 20

CMO-T

Question 21

For an entire semester, John had an early class in the city. He took the train into the city each day to get to class on time; he seldom had time for breakfast, so he was often hungry on the train.

The following semester, class began later, and John began to eat before he got on the train. He found that, as soon as he sat down on the train, he would feel hungry and want to eat, even though he had already eaten.

In this example, the train serves as a:

Answer 21

CMO-S

Question 22

Graber (2016) examined the effects of blending preferred stimuli within non-preferred tasks on escape maintained problem behavior. All 8 participants were 100% compliant with tasks historically associated with non-compliance once preferred stimuli were incorporated into those tasks. Relative to the non-compliant behavior and the desire to escape, the addition of the preferred tasks serve as a (n) ___________ operation.

Answer 22

abolishing

Question 23

All fall, the chemistry room in Sabrina’s high school has been unusually cold. When Sabrina is cold, she puts on a heavy blue sweater, and she usually remembers to bring this sweater with her to chemistry class. She sometimes asks the teacher to turn up the temperature in the classroom. During a mid-semester school break, the thermostat in the chemistry classroom was repaired and the room is not cold anymore. Sabrina, however, feels cold and puts on her sweater upon entering the chemistry classroom for the entire week after break, even though the temperature in the room is quite warm.

What CMO is described in this scenario?

Answer 23

CMO-S

Question 24

When asked to perform a given task, a person with a history of repeated failure with that task is less likely to comply and instead may be more apt to emit overt or subtle aggressive responses as a means of escaping the situation. This example provided by Wallace et al. (2014) is an example of a:

Answer 24

CMO-R

Question 25

Michael (1993) stated that discriminative stimuli are related to the differential ________ of reinforcement, while motivational variables are related to the differential reinforcing _____ of environmental events.

Answer 25

availability/effectiveness

Question 26

Karen was running late and went to grab her car key from the key rack. The key was not there. Karen looked in all of the usual places she would leave her key. Hunting for the keys was evoked by this particular set of circumstances. The absence of the key in this scenario is a:

Answer 26

CMO-T

Question 27

Erika was at the grocery store getting ready to check out. She noticed a cooking magazine with a picture of a four-layer chocolate cake, her very favorite. After staring at the picture for a minute her mouth began to water. Erika got out of line and went to the bakery where she saw a similar cake. She bought the cake and left the store in a hurry with a plan to get home quickly. Driving down the highway faster than usual Erika spots a car driving in the opposite direction. The driver of this car was flashing the headlights. The driver in the other car was signaling a problem ahead. About a half mile later, she saw a police officer with a radar gun on the side of the road. In this scenario the magazine picture is a

Answer 27

CMO-S

Question 28

The flashing headlights in the scenario in the previous question functioned as a:

Answer 28

CMO-R

Question 29

Mark is driving from Salina to Green River, Utah. He sees a sign with the McDonald’s golden arches and other symbols for food, gas and a bathroom. The sign also indicates the next available exit or rest area with services is 100 miles away. Mark pulls over gets a big mac and gets back into the car. The McDonald’s sign functioned as a(n):

Answer 29

Sd

Question 30

Katie was sitting at her desk at work and began to rub her temples. Her co-worker noticed this and said, “Do you have a headache?” Which of the following ways the verbal community attempts to have direct access to private stimuli, is described here?

Answer 30

Collateral responses

Question 31

A child is often told, “time for outside” when his mother is putting on his shoes. Later, the child sees his shoes and (for the first time) tacts them as “outside”. Which type of tact extension is evident in this example?

Answer 31

metonymical

Question 32

Sheri is working at home with a preschool client, Jacob, who is learning to tact pictures. He has successfully been able to tact 5 pictures of various types of dogs using discrete trial instruction. Today, when Sheri arrived for her session with Jacob, she noticed that his dog had just had a bath and so the dog was in the living room, when usually it’s in it’s kennel. She decided to capitalize on a naturalistic opportunity, and pointed to the family dog (for the first time) and asked, him “what is it?” Jacob correctly emitted the tact dog. She provided social praise and continue with her session. The underlined words show an example of which of the following tact extensions?

Answer 32

generic

Question 33

Continuing the example from question 5 above, as Sheri was walking with Jacob into the office to begin her session, she noticed that the dog’s collar was laying on the floor in the doorway. Since Jacob had often surprised her emitting responses she had not observed in the past, she pointed to the collar and asked him, “what is it?”. Jacob said, “dog”. Sheri corrected him by correctly labeling the collar. This is an example of which of the following tact extensions?

Answer 33

metonymical

Question 34

When a child is able to acquire new speaker behavior after a word is acquired as a listener, we call this which of the following?

Answer 34

bidirectional naming

Question 35

Manny walks into a local cafe on his way to work every day, and everyday he orders a ‘venti caffe latte.’ Today, Manny walks up to the counter and asks, “Can I have a …. pumpkin …. latte today?” where the ellipses (….) represents a brief pause in his speech. In this example, the brief pause functions as which of the following?

Answer 35

autoclitic mand

Question 36

Ken got home from school and pulled out his homework folder. In the folder, there was a math worksheet and some pages from a story he needed to read and summarize. Feeling like both were a drag, he decided to do the math worksheet first, to get it out of the way. As he read the directions to the worksheet, he realized he was able to use a calculator, as the directions specifically stated to do so. He called to his mother, asking, “Can you get me a calculator?” His mother responded curtly, “No, get it yourself!” Which of the following statements has evidence of being false regarding this scenario?

Answer 36

there is divergent multiple control

Question 37

Jessica is working with her client on complex intraverbal responses. The current set Jessica is working on with her client is the following: “Tell me a green animal;” “Name something green found in nature;” and “Name a yellow animal.” Teaching the learner using these stimuli within the same set can help to develop which of the following?

Answer 37

conditional discriminations

Question 38

Max, an RBT, provides services derived from ABA to children in a clinic setting. In the setting the Behavior Analyst typically pops in and out of the sessions but has not spent much time training him on interventions. She told him that she’s glad he’s been trained by taking modules in ABA and that she thinks he does a great job. He has become increasingly frustrated with his job and doesn’t feel he knows how to implement the protocols. When he asks for help, his supervising behavior analyst reassures him he’s doing well. He has decided that he may want to change careers all together. What do you think is being missed in this scenario?

Answer 38

Max’s supervisor did not ensure he has met competencies

Question 39

Kim, a BCBA who’s worked in an elementary school for the past 15 years, received an email from a friend asking her if she was available to provide fieldwork supervision. Her friend further explained her coworker at the nursing home, Liz, is returning to school to attain her board certification. Liz is looking to hire a BCBA to provide fieldwork supervision for at least 6 months and is willing to pay $75/hr. What ethical dilemma is Kim facing?

Answer 39

Supervisory competence

Question 40

Maria has been hired as an OBM consultant for an order fulfillment company with multiple warehouse locations with differing levels of profitability and approaches. When visiting one of the company’s least successful warehouses in terms of orders fulfilled in a timely fashion, she makes note of the contingency program in place that provides bonuses for reaching a certain standard of work attendance. Absenteeism is not identified as a concern by the company that hired her for this particular warehouse but there are concerns about the warehouse losing a significant amount of money the past two years. Based on this information, what might a primary issue be?

Answer 40

the warehouse is paying for the time of its employees versus results

Question 41

Bryce’s fieldwork experience was interrupted due to COVID-19 related closures to such an extent he needs to accrue both additional restricted and unrestricted hours in order to fulfill supervision requirements before graduating despite otherwise completing his program’s requirements. Which of the following would be not be an activity Bryce could engage in that could count toward unrestricted hours?

Answer 41

the delivery of theraputic and instructional procedures during fieldwork

Question 42

Two senior BCBAs who are certified crisis prevention and intervention specialists plan and implement a crisis intervention training for new staff. These BCBAs begin by telling the participants why it is necessary to learn how to de-escalate a crisis and why it is necessary to learn to use physical intervention procedures. They then pass out a workbook with all the information regarding crisis prevention and intervention. Over the course of the first day of this training, the participants go through the workbook together, with the BCBAs providing lecture and discussion with regard to de-escalation techniques. The BCBAs demonstrate de-escalation techniques, and each of the participants practice these techniques. The BCBAs watch each of the participants, give feedback when necessary and give each of the participants time to implement each of the techniques perfectly, all the while, providing feedback. Everyone goes home when all staff can perform all techniques fluently. On day 2 the BCBAs lecture on the use of physical intervention procedures, while the participants follow along in their workbooks. The BCBAs then demonstrate the procedures, and then have the participants practice the procedures. The BCBAs move among the participants providing feedback and requiring each of the participants to demonstrate each of the procedures fluently. Again, everyone goes home when all staff can perform all techniques fluently. What step of the BST protocol, if any, is missing in this example?

Answer 42

All steps of the BST protocol are evident in this example

Question 43

Judith is a manager in a small manufacturing plant. One of her responsibilities is to observe her workers on the production line and provide feedback regarding their performance. One of her workers performs their job efficiently, works well with the other employees and has a high rate of accuracy. However, this staff person is chronically late. Judith meets with this employee individually, for a formal feedback session and implements all 7 steps of the Evidence Based Protocol for Providing Feedback to Staff, beginning and ending the feedback on a positive note. She is disappointed over the following weeks that this employee’s late to work behavior has not decreased. What is one explanation for this lack of behavior change?

Answer 43

At times the “sandwich effect” that occurs when using The Evidence Based Protocol for Providing Feedback to Staff results in employees attending to and remembering only the positive information presented

Question 44

Marcine, a BCBA, was recently hired as the Director of Training at an adult service organization providing vocational services to adults with disabilities. Marcine is responsible for planning initial and ongoing training for all employees (over 200). The administration has charged her with using effective and efficient training methods that consistently improve staff performance but require relatively little time and effort.

Which of the following statements is true about the effectiveness and efficiency of training methods that Marcine should consider?

Answer 44

Marcine should use a combination of antecedent approaches, such as training, modeling and instructions, along with consequence-based interventions, to most effectively and efficiently influence staff performance

Question 45

Jed has hired a case manager for the day program he oversees. The case manager - Bob, is a BCBA who purports to be an expert at managing staff performance. During his interview, Bob reports a long history of successfully managing direct program staff and states his methods of performance management have been shown to be both effective and efficient.

Within his first 2 weeks of employment, Bob manages to re-design the performance management procedures in his program to exclusively use verbal correction, warnings, and strict disciplinary responses for any employee who does not follow procedures. What should be Jed’s primary concern about Bob’s procedures?

Answer 45

Most research shows punishment procedures are not an effective way to consistently influence staff behavior, and may result in unpleasant unwanted effects

Question 46

Which of the following is true regarding the use of self-management procedures in organizational settings?

Answer 46

self-management procedures require the consistent involvement of supervisors to promote consistent integrity, which may reduce the time-efficiency advantage

Question 47

Director Myan is seeking to hire a BCBA who oversees training in her home-based ABA organization. Which of the following best describes the skills of the most promising candidates?

Answer 47

a BCBA who demonstrates knowledge and experience with provision of home based services and proficiency in staff training procedures

Question 48

Going into the comprehensive exam, Mary (whose stomach is doing flip flops) says to John “I am nervous”. John replies “Don’t worry - you’ll do great!”

Mary’s response is an example of a:

Answer 48

tact

Question 49

Going into the comprehensive exam, Mary (whose stomach is doing flip flops) is looking for some reassurance. She walks over to John, who has always been encouraging and helpful to her in the past when she has asked for reassurance, and says “I’m nervous!”. John says, in reply “Don’t worry - you’ll do great! You’ve studied so hard”.

Mary’s statement is an example of a:

Answer 49

impure or distorted tact

Question 50

Carlos is approaching the front door of the town hall. His neighbor, Mr. Patel is standing there, silently holding the door for Carlos. Carlos looks at Mr. Patel and says “thank you, Sir!”.

Carlos’s verbal behavior is an example of a(n):

Answer 50

tact

Question 51

Johnson is conducting language training with a young child. He holds up a picture of a strawberry toward the child and says “berry”. The child smiles and says “berry!”. The child’s response is an example of:

Answer 51

echoic-tact

Question 52

Justin is completing a discussion post for ABA 606, and he comes to a point in his post where he needs to refer one of his textbooks. He says out loud (to himself) “I need Science and Human Behavior” and walks into his office to get it. As he is walking, he says a few times “Science and Human Behavior, Science and Human Behavior”.

Justin’s verbal utterances while he is walking are examples of:

Answer 52

self-echoics

Question 53

Now, Justin is standing in his office in front of his bookshelf and he reads the titles of books on the shelf until he produces the response “Science and Human Behavior” at which point he selects that book. Here, the selection of the book is controlled by:

Answer 53

the self-echoic + the textual response

Question 54

Which of the following is an example of a codic?

Answer 54

reading Braille

Question 55

Which of the following are examples of duplics?

Answer 55

saying “car” after a teacher says “car”

repeating the name “Mausami” after person introduces themself to you as “Mausami”

copying a line of text into your notes that is written on the blackboard

Question 56

Martine sits down next to Betsy in the first week of group 1 in ABA and says to her “I heard that the group one exam is super hard”. In this sentence, the words “I heard” are functioning as:

Answer 56

autoclitic tact

Question 57

Michael has been taught to tact for over a year, using an intensive program of massed and distributed trials where the instructor has presented non-verbal stimuli, asked “what is this?” and providing reinforcement in the form of praise following a correct verbal response. Now, a year later, the team finds Michael with a repertoire of hundreds of tact responses, but finds Michael will not spontaneously tact (or talk about his environment). What is the problem that occurred with this instructional protocol?

Answer 57

the instructional protocol should have eliminated the question “what is this?” in at least some of the instruction, as it is not the desired controlling variable