Multiple Baseline/Probe Design

Question 1

When using a multiple baseline across behaviors design…
A. Intervene on the next behavior when the previous behavior is stable
B. Return to baseline conditions after stable responding has been achieved
C. Intervene on the next behavior after a predetermined length of time
D. Use one intervention across three behaviors that are part of the same response class

Answer 1

A

Question 2

When using a multiple baseline across behaviors design…
A. Use one intervention across three behaviors that are not part of the same response class
B. Use three interventions across three behaviors that are not part of the same response class
C. Return to baseline conditions after stable responding has been achieved
D. Use one intervention across three behaviors that are part of the same response class

Answer 2

A

Question 3

You intervene sequentially in the classroom, cafeteria, and bus. This describes a…
A. Multiple baseline across settings design
B. Multiple baseline across behaviors design
C. Multiple baseline across individuals design
D. Multiple baseline across subjects design

Answer 3

A

Question 4

A child engages in high intensity screaming at varying high and low rates from day to day in the classroom, cafeteria and on the bus. It does not occur when there are no other students around and you suspect the function could be peer attention. You should use a multiple baseline across…
A. Behaviors
B. Settings
C. Interventions
D. Students

Answer 4

B

Question 5

With multiple baseline design, a functional relation requires…
A. A return to baseline
B. A replication of behavior change across at least three behaviors, interventions or settings
C. A change in behavior with onset of the intervention
D. All of the above

Answer 5

C

Question 6

You have 4 teens who heckle the teacher, ask off topic questions, make rude comments and argue. You develop an intervention in which the teacher will give extra credir points for on topic comments. You should use a multiple baseline across…
A. Students
B. Settings
C. Behaviors
D. All of the above

Answer 6

A

Question 7

A multiple baseline deisgn could be implemented across…
A. Behaviors, individuals, settings
B. Interventions, behaviors, individuals
C. Individuals, behaviors, interventions
D. Settings, individuals, staggered implementations

Answer 7

A

Question 8

When using a multiple baseline across behaviors design…
A. Return to baseline conditions after stable responding has been achieved
B. Use one intervention across three behaviors that are part of the same response class
C. Use one intervention across 3 behaviors that are NOT part of the same response class
D. Use three interventions across three behaviors that are not part of the same response class.

Answer 8

C

Question 9

Answer 9

C

Question 10

Answer 10

A

Experimental control requires that changes in behavior correspond to onset of the intervention as the intervention is implemented in a staggered fashion across behaviors, settings or subjects. If behavior changes do not correspond to the onset of conditions, experimental control is not demonstrated. The first series is the only one in which data point values during baseline do not overlap with data points during training.

Question 11

Answer 11

D

Assuming the problem behaviors are not serious, wait until the data stabilize on the first behavior before intervening on the next

Question 12

Answer 12

C

Question 13

Answer 13

C

Question 14

Answer 14

D

Question 15

Answer 15

B

Question 16

Answer 16

C

Question 17

Answer 17

B

Question 18

Answer 18

B

Question 19

Answer 19

B

Question 20

The multiple probe design…

1. Is the same as a multiple baseline design except that baseline data are not collected continuously
2. Employs a multiple baseline assessment strategy applied to the acquisition of a behavioral performance comprised of similar, but functionally independent behaviors
3. Makes the assumption that frequent measurement of a behavior that is not in the learners repertoire is unnecessary
4. All of the above

Answer 20

4

Question 21

The multiple probe design…

1. Is designed to assess how training some members of a group in a particular behavior affects the performance of that behavior by untrained members
2. Makes the assumption that frequent measurement of a behavior that is not in the learners repertoire will be learned as similar, functionally independent behaviors are learned
3. Employs a multiple baseline assessment strategy applied to the acquisition of behavioral performances comprised of similar, but functionally independent behaviors
4. All of the above

Answer 21

3

Question 22

An underlying assumption of the multiple probe design is that…

1. Continuous probe data collection is necessary for a skill that does not exist and which is not currently being trained
2. Continuous probe data collection is unnecessary for a skill that does not exist and which is not currently being trained
3. If probe data are not collected continuously, the intervals between probe data collection periods should be consistent
4. It is unnecessary to collect probe data on multiple skills at once. Only collect probe data on the skill that was just taught, you are currently teaching, or you are about to teach

Answer 22

2

Question 23

You are implementing a multiple probe design to evaluate a procedure for teaching a three-step task. How should you begin?

1. Collect 1 to 3 probe measures for each step. If the data indicate a low, stable trend for all of the behaviors, begin the intervention with all steps.
2. Collect 1 to 3 probe measures on the first step; then begin to intervene on the first step while continuing to collect probe measures on the other steps
3. Collect 1 to 3 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
4. Collect 1 to 3 probe measures on the first step only. If the data indicate a low, stable trend, begin the intervention with the first step. Once the intervention is begun, do not collect any measures on the second and third steps

Answer 23

3

Question 24

you are implementing a multiple probe design to evaluate a procedure for teaching a three-step task. Having just completed the second probe condition, you should now…

1. Intervene on the step in which performance data are low and stable
2. Begin the second baseline condition
3. Begin to intervene on the second step
4. Intervene on all steps simultaneously

Answer 24

3

Question 25

you are implementing a multiple probe design to evaluate a procedure for teaching a three step task. Upon achieving criterion on the first step…

1. Conduct probe sessions on the second step
2. Conduct probe sessions on all three steps
3. Begin your intervention on the second step
4. Intervene on all three steps

Answer 25

2

Question 26

you are implementing a multiple probe design to evaluate a procedure for teaching a three step task. Upon the learner attaining criterion performance on the final step, you should…

Conduct maintenance probes

Conduct probe sessions on the third step

Stop because there is nothing else to do

Conduct probe sessions on the first, second, and third steps

Answer 26

4