Competency Assessment

Question 1

continuous measurement

Answer 1

measures every instance of behavior during a class, session, or day

Question 2

discontinuous measurement

Answer 2

time sampling data collection that does not catch every instance of behavior

Question 3

monetary time sample

Answer 3

(discontinuous measurement) is the behavior occurring only at the end of a predetermined interval

Question 4

partial interval recording

Answer 4

(discontinuous measurement) record that the behavior occurred during an interval if it happens at any point during that interval

Question 5

whole interval recording

Answer 5

(discontinuous measurement) only mark that a behavior occurs during an interval if it occurs for the entire interval

Question 6

time sampling

Answer 6

(discontinuous measurement) not all instances of a response/behavior are able to be recorded

Question 7

frequency

Answer 7

(continuous measurement) cycles per unit time, or a count divided by the time during which it occurred

Question 8

duration

Answer 8

(continuous measurement) how long a client engaged in a specific behavior

Question 9

latency

Answer 9

(continuous measurement) the amount of time between an antecedent and when a client begins to engage in the behavior

Question 10

interresponse time

Answer 10

(continuous measurement) the time between the end of one response and the beginning of another response

Question 11

free operant preference assessment

Answer 11

allows the target individual to have unrestricted access to various items and activities, and the practitioner observes and records

Question 12

single stimulus preference assessment

Answer 12

providing a single item to a child, and recording the behavioral response to each item, as well as the duration of his engagement with each item

Question 13

paired stimulus preference assessment

Answer 13

no cost diagnostic tool that generates a ranked order list of preferences for a specific individual. PS assessments allow the student to rank stimuli that are most preferred among an array of options

Question 14

multiple stimulus with replacement preference assessment

Answer 14

places an array of items (usually toys or edibles) in front of the child, and allows him or her to select one. After the child plays with or consumes the item, the teacher replaces that same item in the array, and replaces the unselected items with new ones

Question 15

multiple stimulus without replacement preference assessment

Answer 15

places an array of items (usually toys or edibles) in front of the child, and allows him or her to select one. After the child plays with or consumes the item, the teacher removes it from the array

Question 16

ABC data

Answer 16

antecedent-behavior-consequence

Question 17

discrete trial training

Answer 17

(skill acquisition + behavior reduction) DTT is a structured ABA technique that breaks down skills into small, “discrete” components. Systematically, the trainer teaches these skills one by one. Along the way, trainers use tangible reinforcements for desired behavior

Question 18

naturalistic teaching (incidental teaching)

Answer 18

(skill acquisition + behavior reduction) strategy that uses the principles of applied behavior analysis (ABA) to provide structured learning opportunities in the natural environment by using the child’s interests and natural motivation

Question 19

chaining

Answer 19

(skill acquisition + behavior reduction) method of teaching a behavior using behavior chains. Behavior chains are sequences of individual behaviors that when linked together form a terminal behavior

Question 20

shaping

Answer 20

(skill acquisition + behavior reduction) process used in teaching in which a behavior or skill is gradually taught by differentially reinforcing successive approximations to the behavior that the teacher wants to create

Question 21

discrimination training

Answer 21

(skill acquisition + behavior reduction) reinforcing a behavior in the presence of one stimulus but not others

Question 22

stimulus control transfer

Answer 22

(skill acquisition + behavior reduction) techniques in which prompts are discontinued once the target behavior is being displayed in the presence of the discriminative stimulus

Question 23

prompt fading

Answer 23

(stimulus control transfer) process of systematically reducing and removing prompts that have been paired with an instruction, allowing the student to independently respond correctly

Question 24

differential reinforcement

Answer 24

reinforcing a specific class of behavior while withholding reinforcement for other classes of behavior

Question 25

differential reinforcement of alternative behavior

Answer 25

suggests one form of behavior (usually some appropriate alternative) is reinforced, while another form of behavior (usually problem behavior) is placed on extinction (DRA)

Question 26

differential reinforcement of incompatible behavior

Answer 26

weakening procedure that is based on reinforcement. The behavior that is reinforced is not the target behavior, as this would clearly strengthen it, but rather is a behavior that is both desirable and topographically incompatible with the target behavior (DRI)

Question 27

differential reinforcement of other behavior

Answer 27

procedure for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times (DRO)

Question 28

differential reinforcement of low rates

Answer 28

schedule in which a minimum amount of time must elapse between responses in order for reinforcement to occur (DRL)

Question 29

extinction

Answer 29

procedure in which reinforcement of a previously reinforced behavior is discontinued, as a result behavior decreases in the future

Question 30

how to maintain client dignity

Answer 30

showing respect at all times, maintaining privacy and confidentiality, and communicating effectively and professionally. You can also offer your client’s choices and allow them to be an active participation in treatment development

Question 31

how to maintain professional boundaries

Answer 31

avoid dual relationships, conflicts of interest, social media contacts

Question 32

supervision requirements

Answer 32

minimum of 5% of the hours spent providing applied behavior-analytic services per month (once a week from 3pm-5pm)

Question 33

clinical direction

Answer 33

reach out to BCBA in regard to new adverse behavior developing, or with problems understanding central reach