Newest BCBA® Exam #3

Repeatedly pairing a new, previously neutral, stimulus - in this case the handshake - with a known reinforcer will create a new conditioned reinforcer. A generalized reinforcer is one that is used to reinforce a variety of behaviors. An example of this is “Good work.” Unconditioned reinforcers are those that take no learning history to “want.” Examples of these are food, water and warmth. The scenario does not describe an aversive. E-11 Section E

A supportive environment is one that is stable and consistent, especially as it relates to what needs to be done. Staff turnover can create an unstable environment, as new staff members have to become acquainted with students and their behavior plans. This creates delays and likely both inconsistencies and plan fidelity problems. Meredith will have to consider this when writing her plan. Although candy may be considered a somewhat harmful reinforcer, the presence of reinforcement signals a supportive environment. A daily schedule would also be a helpful sign. Other students having similar problems might change the scope of intervention, but isn’t a barrier to implementation by itself. J-06 (Cooper, p.674) Section J

A behavior must already be in a client’s repertoire in order to use contingency contracting (Cooper, et.al, p.558). Remember, a contract is an agreement to provide a reward when a client “does” something that you want them to do. If the client does not have the skill in their repertoire, they will most likely fail. Behavior contrast may be an issue if the contract is successful in changing behavior, but this consideration is secondary to using the client's skill repertoire. E-4 Section E

Direct Instruction involves grouping based on assessment. According to the Wikipedia page on Direct Instruction (here), DI consists of:

Explicit, systematic instruction based on scripted lesson plans.
Ability grouping - Students are grouped and re-grouped based on their rate of progress through the program.
Emphasis on pace and efficiency of instruction.
Frequent assessment
Embedded professional development/coaching.
F-3 Section F

This is a demonstration of symmetry because there is both the demonstration of a stimulus relation in one direction AND in the opposite direction. That is, picture-to-word and word-to-picture. E-6 Section E

An an unwanted side-effect of reinforcement may be this kind of inappropriate reinforcement contingency. It is not so much directly a problem of reinforcement, as it is the application of reinforcement. A client who receives some kind of reinforcer every time they engage in a behavior has had reinforcement on a continuous schedule without fading. This situation does not match most natural environment reinforcement schedules. It is important to make reinforcement, such as that described in the scenario, into a more indiscriminable contingency. See Cooper, p. 636. C-1 Section C

Hitting back is a consequence of the behavior rather than an antecedent event. The other answers are simple descriptions of conditions that could observably and measurably precede behavior. I-2 Section I

The sign is stating a rule, or instruction. There is no immediate consequence from others, as no one is around. Behavior that contacts some delayed reinforcement is said to be rule-governed. Cooper 2007, p. 703. E-3 Section E

Since the behavior was initially decreasing and maintained low rates (or a zero rate), this sudden reappearance is a spontaneous recovery. This is typically short-lived if the extinction procedure is maintained. A burst would have happened immediately after extinction began and would have been an increase in repeated questioning. The fact that the behavior decreased first, suggests that the correct function was identified. D-18 (Mayer, 566) Section D

Section 1.05 (a) of the Ethical Code states, “Behavior analysts provide behavior-analytic services only in the context of a defined professional, or scientific relationship or role.” The likely reasons for this are that a contract defines the relationship and thereby removes the possibility of later misunderstandings about the professional relationship. In this scenario, there is also the problem of mixing a personal relationship with your friend and a professional relationship. This is known as a multiple (or dual) relationship and needs to be avoided. See also 1.06(a) of the Ethical Code Section Ethics

The notion of philosophic doubt “requires the scientist to continually question the truthfulness of what is regarded as fact” (Cooper, et. al, p.6). This means that a new procedure that went against current beliefs may need further investigation and should not be summarily discarded. B-2 Section B

When reading a graph, it’s important to note where the dependent variable should be listed (y-axis/vertical axis). For this question, it is also important to attend to the label, as both frequency AND duration are mentioned in the scenario. A-10 Section A

A preliminary assessment is just what it sounds like. It is simply understanding the behavior and the environment in which it operates, so that assessment may follow. A descriptive assessment usually includes informal assessment measures, such as interviews and checklists, along with direct observation. A functional assessment is, obviously to determine the function of the behavior. A trigger assessment is an evaluation of the behavior that occurs after intentionally presenting known discriminative stimuli to “trigger” the behavior. G-3 Section G

The question is focused on the speed of the car and what causes the speed to increase. The dependent variable is the speed of the car, while pressing the accelerator is the independent variable. This is akin to a behavioral intervention that changes a dependent variable. Also, pressing the accelerator is an action (intervention), while the other answers are measurements. B-3 Section B

In this example, the bar scene seems to be a discriminative stimulus for “drinking behavior”. If you manipulate discriminative stimuli or motivating operations, this may reduce the need for anything further. An easy example is the patient who says, “Doctor, it hurts when I do this [demonstrates].” The doctor responds, “Well, don’t do that.” E-1 Section E

A cumulative graph adds each new response onto the graph. Flat lines mean no new responses occurred and the graph cannot have a downward trend. The total responses from Tuesday to Thursday are 3; not 6. The other answers are true. A-11 Section A

Interdependent is the “all or none” contingency. Either everyone in the designated group reaches standard (and everyone's behavior is reinforced). or not everyone in the designated group reaches the standard (and reinforcement is withheld from everyone). An independent contingency is one in which each person who meets criterion will receive reinforcement, and those who don’t reach criterion will not. A dependent contingency is when group reinforcement is “dependent” on one or more designated individuals meeting a criterion. E-5 Section E

A direct assessment of some sort must always be completed prior to choosing an intervention. Otherwise, the success of the intervention is unlikely, since all aspects of the behavior and environment were not identified or assessed. J-02 Incidentally, the information from the interview suggests that changing the discriminative stimulus (parent’s direction) to something else may be worth a try (e.g. writing the tasks down or having the client do so). An assessment would need to precede this, of course. Section J

The behavior is turning on the wipers,. The result of that behavior is the removal of the rain from the windshield, which is blocking Keith's sight. The scenario also says that the behavior increased in the future. Based on this information, it can be concluded that this is an example of negative reinforcement. D-01 (Cooper, 294) For these questions, focus on who's behavior we're talking about and whether the CONSEQUENCE was escape/avoidance (negative) or gaining something (positive). Section D

The multiple probe design is a multiple baseline design. The difference is that intervention data are only taken intermittently in a multiple probe. This reduces the amount of data points that must be taken. See Kennedy, p.155 B-8 Section B

This will result in a rate per hour. A rate will necessarily have a time period and an average over this time period associated with it. This is discriminated from frequency, which is simply a count of the total behaviors. Frequency may have a range of time associated with it such as “last month”, but there is no averaging involved that would produce a “per ____” result. A-2 Section A

How many times that a procedure must be repeated in order for a client to reach mastery, is a measure of trials-to-criterion. This measure gives a behavior analyst an indication of a person’s fluency with a particular skill set. Given the example above, you might repeat the 3 steps 15 times before your desk is cleared. A month later, it may only take you 3 times through these steps to have a clear desk. In this case, your fluency would have increased. A rate would report behaviors per time period, but not the end result (a clean desk). Cumulative performance would report all of your behaviors. Frequency would simply count how many behaviors that you engaged in. A-7 Section A

Section 4.09 of the Ethical Code states: “Behavior analysts review and appraise the restrictiveness of procedures and always recommend the least restrictive procedures likely to be effective.” Least restrictive doesn’t just refer to freedom of movement, but also to opportunities for a client to have experiences similar to those of their average peers. Many of you may have reacted when you read “hand cuffs” in the scenario and rightly so. These would constitute an extremely restrictive intervention - not to mention the negative perception and reaction that would likely result from others. Reinforcement of the intervention agents is important in making an intervention effective, although not directly an ethical consideration. The function of a behavior is also not directly an ethical issue, and the function has already apparently been determined in this case. Policies regarding restraint may apply, but first consider the least restrictive procedure. It is more likely that a less restrictive intervention will align with restraint/seclusion policies than an overly restrictive one. Section Ethics

If a client is struggling to learn a behavior chain, it is best to look at how relatively complex behaviors can be further task analyzed and taught in smaller chains. J-03 (Mayer, Chapter 14) Section J

The level refers to the “height” of data points. In the graph, both phases have data ranging from 4-14. These are similar levels. The pattern of the data points is a straight line - the opposite of variable. The two phases also have opposite trends. The first phase is decreasing, while the second phase is increasing. The two phases differ in trend; not level. H-4 Section H

A technological definition is met when procedures are “...identified and described with sufficient detail and clarity…” (Cooper, et. al, p.17) to make reliable replication possible. This means that procedures must be written or described well enough for someone else to complete them correctly. B-1 Section B

Behaviors “operate” on, or affect the environment (Mayer, p.68). When these operations are defined with observable/measurable terms, we have an operational definition. We (ABAexams) go a little further and try to include the effect of these behaviors in the definition, such as “...this behavior often results in escape.”

Incidental teaching would be an appropriate intervention strategy based upon the client’s preferences. Incidental teaching incorporates MOs into the development of verbal skills. J-04 (Mayer, 385) This scenario also specifically contraindicates DTT. Working to make DTT less aversive, might be successful over time, but is not an efficient way to intervene. Section J

It is important that Margaret consider the contingencies affecting the mother completing the data sheet. A simpler data collection system will be more likely to be completed and some data is better than no data. Alternatively (or in conjunction with changing the sheet), reinforcement for the mother’s data tracking could be put into place. K-02 (Mayer, 42-44) Section K

Behavioral momentum involves a rapid sequence of high-probability requests, followed by a lower-probability request. E-9 Section E

Subsection G-1 reads, “Review records and available data at the outset of the case.” This is what needs to be done. Section G

Contingency contracts are also known as behavior contracts. A client agrees to engage (or not) in certain behavior in exchange for a later reward. A behavior must already be in a client’s repertoire in order to use contingency contracting. (Cooper, et.al, p.558). A goal of decreasing one’s golf score would involve behaviors that would need to be learned, rather than those (already in a client's repertoire) that simply need to be increased or decreased. Section E-4

The procedure, interventions, plans, etc. are the independent variables. When you change part of the plan, you are manipulating an independent variable. In this case, the minor change may have seemed like a non-critical component, but apparently had a noticeable effect. B-3 Section B

Free operant behavior must be “free” to occur repeatedly during a given time. Discriminated operants, on the contrary, are responses to instruction or a discriminated stimulus, most commonly seen in discrete trial training. D-08 (Mayer, 361) An easy way to recall the difference between the two is that a discrete trial offers one opportunity to respond, whereas free operant arrangements offer as many opportunities to respond as possible. Section D

A shorter interval produces more precise data. The closer a discontinuous schedule interval gets to zero, the closer it is to continuous recording. H-2 Section H

In order for this procedure to be extinction, Kyle would have to still be able to engage in the behavior (nail biting) without receiving reinforcement (sensory). In this case the scenario states that Kyle can no longer bite his nails. The procedure is then considered response blocking. That is, preventing the behavior's occurrence in the first place. D-16 (Cooper, 458 paragraph 3) Section D

Learning to jump on a trampoline does not have as much potential to expand a response class, or provide access to new reinforcement as the other options provided. Be sure to look up the reference in Mayer for attributes of a behavioral cusp J-13 (Mayer, 56-57) Section J

Reinforcement is most successful delivered immediately and with backward chaining the last thing the learner does accesses the natural reinforcement - in this case a meal. Additionally, with learners that need immediate reinforcement, backward chaining allows the natural reinforcer of completing the chain to also provide the reinforcement during training. D-06 (Mayer, 283). "Leap ahead" is not a recognized strategy. Section D

Since Sammy cannot still access her hair while twirling the yarn we know the behavior is incompatible with hair pulling. Pulling on the "fidget toy" does serve as an alternative behavior for hair pulling, but DRI is a more accurate answer, because the replacement behavior is ALSO incompatible with hair pulling. With DRO, reinforcement would be delivered for any behavior, except for hair pulling, so the scenario does not describe DRO. DRL is for increasing the IRT between responses but not for decreasing SIB to zero rates. A DRL also requires a "low" level criterion to be set. D-21(Mayer, Chapter 28) Section D

The BACB Professional and Ethical Compliance Code for Behavior Analyst Section 2.09 states that behavior analysts have an obligation to educate and advocate for the needs of their client and their right to effective treatment. J-02 (BACB Code) This does not preclude acceding to the mother’s wishes (as clients or their guardians have the right to refuse services), but the first thing to do is to advocate. The ultimate decision on services provided belongs to the client or guardian. Section J

Rate would be the most appropriate measure to collect. After operationally defining the behavior, it would be fairly easy to take data in one to five minute chunks and get an average number of "picks per minute". IRT could be used, and probably should be used if the question mentioned wanting to extend the time between picks, but the eventual goal is to eliminate the behavior (or relegate it to a more appropriate setting). Percent of Occurrence may be appropriate if the question mentioned wanting to decrease the overall percentage of time Dillon spends nose picking, although a report of someone picking their nose "16% of the time" doesn't seem as useful. Again, we would want the percentage to be zero. Trials to Criterion would be inappropriate; our goal is not increase the picking! H-1 Section H

Since we know that free time is for 60 minutes and Ronald receives reinforcement about 4 times this would indicate an average schedule (variable interval) of 15 minutes. After the first interval ends, Ronald receives reinforcement when he plays independently. Then, another interval (average of 15 minutes) is begun, and so on. If reinforcement were not contingent on Ronald's behavior, this would be a VT or time-based schedule. The time interval is approximate, so it is not a fixed one. No mention is made of how many toys Ronald must engage with or how many times he must engage with them, we know that he is not on a ratio schedule. D-02 (Mayer, 479) Section D

Sensory or automatic functions of behavior may be present in all conditions of a functional analysis because they continue to receive reinforcement regardless of what condition they occur within. Even though the data is undifferentiated (i.e., all jumbled together) it does provide a likely function of the behavior. I-05 (Cooper, 505). Also, assume that the “Demand” and “Escape” conditions above describe separate contingencies involving escape/avoidance. Section I

The first step in general case conceptualization (G-1) is to review available records and data. A behavior analyst also needs to individualize their assessment. Section G

Echoic training uses imitation to help learners develop sounds that will eventually, through shaping, be used to form words. The words learned through echoic training are then transferred to more complex verbal operants. D-10 (Mayer, 381) Section D

The difference in behavior is a difference between two parents, or settings or schedules of reinforcement. This describes stimulus discrimination. In order for this to be a question of differential reinforcement, one behavior in a class would be reinforced while another is not. A relevant example here might be giving Joan dessert when she says “Please,” but refusing her when she says “Gimmie ice cream.” E-2 Section E

The report would be a number of bird houses produced per time period (day). This is further clarified to be rate (as opposed to permanent product recording), because the report is not a whole number (e.g. “8”). Permanent product is the second-best answer. A whole number report of how many bird houses were produced would be a permanent product. The introduction of a time period makes this rate. A total frequency and event recording would count the number of behaviors that occurred - not the products produced. A-2 Section A

Precision teaching requires listener behavior to have already been acquired, but does not accomplish listener training. The remaining three are effective teaching strategies for encouraging listener behavior. D-14 (Mayer, 393) Section D

Behavior analysts INDIVIDUALIZE their assessments to each client. This means that you could repeat the same procedure, but only when the preliminary information suggests that this would be most accurate and valid. I-3 Section I

Even though Rachel has 20 years of experience, competency of procedures should not be assumed. Skills need to be taught, modeled and rehearsed until mastery. At that point, the RBT may be ready to independently provide services. K-06 (Reid, D.H., Parsons, M.B., & Green, C.W. (2012). The Supervisor’s Guidebook: Evidence-Based Strategies for Promoting Work Quality and Enjoyment among Human Service Staff.) Section K

Generative learning increases the understanding of new material or applications based on prior learning and is akin to the transitivity in stimulus equivalent. Stimulus equivalence requires the demonstration of reflexivity, symmetry, and transitivity which this scenario does not have. J-14 (Mayer, 265) Direct instruction is a specific behavior-change system which is not described here. Matrix training is a procedure used to promote generative learning by teaching only some combinations of stimuli, but is not described here. More importantly, matrix training is not on the 4th edition task list! Section J

While summaries and reports from others in the environment are valuable, they do not replace the need for data that documents behavior change. K-07 (Mayer, Chapter 9) The client report is also valuable, but not a direct measure of behavior change. Continued discussion and observation should certainly continue, but the point here is that behavior analysts need to evaluate objective data. Section K

Alternating treatments design has the advantage of no baseline and the ability compare several interventions to one another. Alternating treatments design is also known as multi-element design. B-4 Section B

Unless one were to have experience using ABA to treat heroin addiction (not specifically indicated), this is an example of an impediment to effective treatment. Behavior analysts document impediments to effective intervention, attempt to remove these impediments and make referrals, as necessary. The Ethical Code, sections 2.15 (a)-(d), 3.02 and especially 4.07(a) are relevant - “If environmental conditions prevent implementation of a behavior-change program, behavior analysts recommend that other professional assistance (e.g., assessment, consultation or therapeutic intervention by other professionals) b sought. G-2 Section G

Behavior analysts explain behavior in terms that are not judgments, nor mentalistic terms. Instead, we use conceptual systems that align with ABA and EAB. Also, motivating operations affect the temporary value of a reinforcer, while a possible negative side effect of extinction is aggression. G-6 Section G

Stimulus discrimination (the purpose of discrimination training) is being able to tell the difference between stimuli. We can tell that this is accomplished when one stimulus evokes a behavior, but another does not. This result is accomplished by reinforcing one behavior (the correct answer) and either correcting or extinguishing an incorrect response. This is differential reinforcement. In this scenario only one behavior in a class (running over green flashing items) is reinforced, while the other behavior (missing the items) does not receive reinforcement. An easier way to conceptualize this may be that it is the process of differential reinforcement that leads to stimulus discrimination. In contrast, stimulus generalization is evoking the same behavior in the presence of a different, but similar, stimulus. Stimulus delta means that a response does not receive reinforcement in the presence of this stimulus. The matching law does not apply to this question. E-2

Alternative behaviors, chosen to replace undesired behaviors, should be likely to receive reinforcement, easy to achieve, functional and when possible incompatible with the undesired behavior. This scenario did not clearly state the function but did provide enough information to see that attention played a role (“observation shows that Owen’s behavior typically escalates each time the teacher responds”), meaning that the attention is reinforcing. Making verbal requests in general will gain Owen access to attention, serving a similar function and it is also incompatible with the undesired behavior, since requests are either appropriate or not, based on the definition. J-10 (Mayer, 580-581) Section J

So far William has been given verbal and written instructions, and had Tim demonstrate/model the skill of collecting data. Time should now have William role-play the skill before having him rehearse the new skill with a client, or otherwise provide some opportunity for William to demonstrate the skill. K-03 (Cooper, 109) Section K

DRL decreases behavior by increasing the IRT between two responses or decreasing the rate of response. The student is provided reinforcement based on meeting the minimum IRT. For example, Johnny might receive reinforcement for a behavior if, and only if, it had been 5 minutes since the last behavioral occurrence. D-21 (Mayer, Chapter 28) DRO, by contrast uses a time period for which reinforcement will only be provided for NON-occurrence of the target behavior. DRH would attempt to increase behavior. DRI reinforces a new behavior that is incompatible with the target behavior. Section D

If you are comparing more than one intervention, you cannot be using a multiple baseline or multiple probe, as these designs compare ONE intervention across behaviors, subjects or settings. A withdrawal/reversal design would compare interventions consecutively. Finally, a multi-element design alternates between several interventions. A variation of this design takes the most effective treatment and continues this into the final phase. B-5 Section 5

Individuals who are familiar with the individual and their behavior will often provide valuable information that will aide in developing an assessment and treatment plan. This is not limited to individuals familiar with ABA. Some relatives may not be very familiar with the client. K-09 (Mayer, 34-35) Section K

Supervision is optional. The others are some of the ways to maintain competence that are listed in the Ethical Code. Section Ethics

Physical prompts are considered response prompts because they directly address the optimal response by cuing or "helping" the learner. Stimulus prompts act directly on the stimulus by making it more obvious. D-03 (Cooper, 403) Graduated guidance is a fading procedure for physical prompts. Section D

Cooper, p. 27 says this about stimulus events: “Stimulus events can be described formally (by their physical features), temporally (by when they occur with respect to a behavior of interest), and functionally (by their effects on behavior)” These events also need to be observable or measurable in some way. Counting how many times someone says something is measurable and observable. I-2 Section A

What do we know about the behavior of “engagement” in the activities? We know that it's occurrence is very low and that it is mutually exclusive to "non-engagement", it occurs during a set amount of time (free-choice for 30 minutes), and we know that we want to increase "engagement." Given that all the discontinuous measures would be accurate (from the scenario), the best measurement system would be whole-interval. Whole-interval would be an appropriate measure, because the recording of “engagement” would initially be low. If we start with a conservative estimate like this, our intervention is likely to be the cause of any change in “engagement.” This is why whole-interval is often used when an INCREASE in behavior is desired. We want to increase the time on-task. Partial-interval is generally better for those behaviors that are targeted for a decrease. MTS tends to result in an estimate between partial and whole interval recordings. Momentary Interval Sampling is not a real system. (Mayer, p. 130) Discontinuous measurement may produce artifacts; continuous systems are inherently more accurate, but this answer isn't here. Incidentally, the either/or nature of the behavior makes intervention effectiveness easy to measure. That is, when "engagement" goes up, "non-engagement" necessarily goes down. H-1 Section H

Since Polly is receiving access to the fidget toys without a requirement to earn the reinforcement, it is being delivered non-contingently. No mention was made in the scenario about removing the fidget toys, or withholding any other reinforcement. D-20 (Cooper, 458) Section D

This is a problem of integrity. Basically, being honest and doing what you say that you will do. Section 1.04(c) of the Ethical Code states, “Behavior analysts follow through on obligations and contractual and professional commitments with high quality work and refrain from making professional commitments they cannot keep.” Section Ethics

When dealing with behaviors that have potential for injury for the individual or others it is important to implement an intervention quickly. B-A-B begins with a treatment conditions, and allows for a quick return to baseline to demonstrate an effective intervention and then resume treatment. J-09 (Mayer, 166) A changing criterion is appropriate for increasing or decreasing a behavior already within a client’s repertoire. A multiple baseline design still requires a baseline in which the destructive behavior would continue. Section J

You might have assumed that the consequence for the son cleaning his room was getting to drive the truck. However, the question simply makes the statement that access to the truck is restricted (without specifying a contingency). When a preferred item is deprived, the item has a temporarily increased value. This is an example of the“value-altering” affect of a motivating operation. See Mayer, et. al, 2014 p.312 Section E

The first course of action (among the choices) would be to refer to another behavior analyst. G-7 A behavior becoming worse is a reason to terminate services. However, referrals would be sought in before this. Section G

A concurrent schedule is one in which responses can be allocated to more than one at a time. That is, a client has a choice between one or more (toys, in this case). The client can choose whichever one he wants at any given time. A mixed or multiple schedule would involve successive choices (i.e., first one and then another). A tandem schedule would involve choices made in a specific order. E-8 Section E

The scenario states that Weston needs to learn hygiene behavior. The best way to assess current skills and promote independence is to perform a task analysis following by a chaining procedure. Self-management is a good idea, but the skills must first be acquired. The use of a token system has two problems; it doesn’t teach the skills needed and it would likely require fading to match the natural environment. Finally, the client’s desire to move into the group home makes teaching the required behavior a priority. This is before considering an alternative placement. J-03/J04 (Chapter 14) (Ethics 2.09) Section J

The learner does not need to be able to follow verbal directions in order to respond to a modeled prompt since the model prompt involves the model performing the behavior and the learner imitating it. Therefore, the learner must be able to observe the model, imitate the model and perform the components of the desired behavior. D-04 (Cooper, 402) Section D

In order to establish new behaviors or increase behaviors quickly continuous reinforcement or a FR1 should be used. Starting with variable reinforcement would not be as effective initially. However, a variable or intermittent reinforcement should be used to thin the reinforcement schedules. VR schedules are the most resistant to extinction. D-02 (Mayer, 442) Section D

Right now spanking is simply a stimulus. The scenario provides no indication that it is changing the behavior (yet). If spanking increases or decreases the behavior, then punishment or reinforcement would be indicated. This is important when selecting punishers, because each person will react to assumed aversive stimuli differently. D-15 Section D

Frequency count would report the total number of felony convictions that have ever been recorded. Hopefully, this is a low number. Rate would need to include a time period such as “per year.” A permanent product is something measurable that is left over as a result of behavior; an artifact, if you will. IRT would measure the average time between convictions, which means that you would first need to know the number of convictions and when they occurred. A-1 Section A

Each experiment adds to the collective information. An article’s conclusion is just part of that information and doesn’t usually supercede all experiments before it. Instead of deciding that an experiment’s results will always be relevant to all similar situations or behaviors, scientists generally take a more cautionary approach. Key words are that a study “suggests” an outcome or that it’s conclusions “may” be informative for future interventions. B-2 Section B

While consumer opinion is an important tool to assess social validity, the opinion of society as a whole does not demonstrate effectiveness of the outcomes, because an individual's contingencies may differ from those of the larger population. Parents, teachers and therapist may also be asked to complete rating scales but this is limited to those involved with the client or consumer in some way. J-08 (Cooper, 239-243) More important than the whole of society, is the reinforcement of the culture surrounding the client. Section J

When a behavior no longer receives reinforcement (i.e. extinction is put into place), but the behavior increases in frequency or intensity, this is known as an extinction burst. Resistance to extinction is demonstrated by continued responding, despite a lack of reinforcement (rather than an increase in behavior). The scenario does not describe punishment nor reinforcement, but a lack of reinforcement (i.e., extinction) instead. C-3 Section C

The definitions of behavior should be measurable and observable, but also be clear and complete. The use of terms such as “aggressive” or "lonely" are subjective and should not be used in definitions. Additionally, definitions must be sure to exclude unintended behavior. For example, the spitting definition might be confused with sneezing or drooling or simply talking. "Being on the floor or ground greater than 20-seconds" could happen for many reasons such as playing in a sand box, sitting at "circle time" or playing hide and seek. I-01 (Cooper, 67-68) Section I

FCT develops functionally equivalent replacement behaviors that are sensitive to the MO but do not alter it. FCT is a way to differentially reinforce an alternative behavior. It is a form of mand training, and it may address both escape and demand functions. (Cooper et al, 2007, pp 494 & Mayer et al, 2014, pp 388) F-7 Section F

Kate is most interested in determining if the procedures are being done correctly, so she wants to ensure that the trials follow the expected procedure. Treatment data does not directly indicate treatment integrity. Treatment integrity is the extent to which the treatment plan is implemented as it was intended. A competency checklist can be used to assess therapist behavior during treatment and provide data on treatment integrity. K-05 (Mayer, 113-114) Section K

According to Cooper, Heron & Heward (2007, p.660), ethical behavior “...is subject to differences across cultures and the passage of time.” The ethical code has - and will continue to - change over time. It is not indelible. Also, behavior accepted in one cultural group may not be accepted in another. Section Ethics

While the idea of using an alternative heat source may not prove ultimately practicable (e.g., there is no other source of heat), it is the most parsimonious intervention. Removal of the heated wood stove as an environmental variable will prevent the possibility of the behavior’s occurrence. Behavioral analysts should look for these parsimonious solutions whenever considering interventions. G-8 Section G

Histograms, or bar graphs are best used for summary data. Mayer suggests they should be used to combine data across sessions, hours, days or weeks. (Mayer, pp 143) Imagine three bar graphs for this scenario. The first monthly bar shows a total of 56 bites, the second 43 and the third 17. A cumulative graph would show an ever-increasing graph that would likely reinforce the parent’s current notion of ineffectiveness. A line graph could be useful, but not 90 daily line graphs. This is too much information that could be better summarized in one graph. A scatterplot would show in which times or activities the biting behavior was occurring, but wouldn’t be a good summary of progress. H-1 Section H

This is a definition of the matching law (see Wikipedia, “matching law”). The matching law describes the allocation of responses to concurrent schedules of reinforcement. This is more easily understood as schedules that involve a choice of one schedule or another that are available at the same time. In plain terms, the matching law is stating that if you add up the total number of behaviors, this will roughly equal the total reinforcement available. E-8 Section E

Augmentative Communication Systems offer alternatives to speaking, they include: signing, touching, or exchanging an image. Intraverbal training typically relies on vocal speech. When teaching a client to sign, the ability of the listening audience must be considered. This means that you can teach a person to sign fluently, but their audience is limited to those who know sign language. This goes directly to the concept of maintenance and the "relevance of behavior rule". These concepts regard the ability of the behavior to contact reinforcement. In this case, sign language has to be understood by those in the client's environment. (Mayer, p 394-396) Boundaries of competence is an issue, but we should reasonably assume that a speech therapist who wants to teach sign language actually has some expertise in this area. F-8 Section F

Moore (1995, p.36, as quoted in Cooper, p.12) explains mentalistic constructs as “theoretical terms that refer to a possibly existing, but at the moment unobserved process or entity. Cooper offers Freud’s constructs of the Id, Ego and Superego as examples. Mentalism attributes cause to circular reason or these untestable hypothetical constructs. Only the answer above regarding “getting what he wants” seems to refer to a function of behavior. G-5 Section G

The trial-based behavior chart shows 8/10 trials in which the behavior occurred. With trial-based frequencies of behavior over 70%, unscored IOA should be used. This makes intuitive sense, as two observers are likely to agree that a behavior is occurring if the behavior actually does occur most of the time. It is less likely that the observers will see the behavior NOT occurring (Cooper, et. al, 2007, p. 119).A-8 Section A

There is one big clue in this question: the teacher will be the one taking the data. It would be difficult for a teacher to teach, manage a class, and watch Tate’s behavior the entire time. That eliminates continuous and whole-interval recording. This leaves us with MTS and PLACHECK. PLACHECK is Momentary Time Sampling, but for groups (e.g. looking up occasionally to see whether a group is engaged, e.g.). Therefore, MTS is the best choice. Using this method, the teacher could periodically check to see if the behavior is occurring. Likely the teacher will easily know when an interruption is occurring. (Mayer, pp 130) H-2 Section H

In situ is AKA (also known as) the natural environment. Skills should be assessed in the environment in which they need to be performed and maintained. K-03 (Miltenberger, 231) A written or role-play assessment may be useful, but not as efficient. This makes intuitive sense if you consider the example of learning to drive a car around an empty parking lot, as opposed to driving around busy city streets. Section K

Imitation involves a model (planned or unplanned) demonstrating a skill, the learner performing the behavior immediately following with formal similarity (resembles model). A controlled relation means that a model can perform a novel behavior and evoke an imitative response from the learner. D-04 (Cooper, 413-414) Section D