BCBA Board Certified Behavior Analyst Questions and Answers

Time

The number of children on the bus

The level of noise

The type of music

Restitution

Stimulus shaping

Over-correction

Corporal punishment

Hypothesis

Statement of causation

Data-driven conclusion

Hypotenuse

it is the easiest recording method.

it is used when a behavior results in a certain tangible outcome.

the observer does not have to be present when the behavior occurs.

one can always determine who engaged in the behavior that led to the product that was recorded.

Shaping

Modeling

Maintenance

Fading

With the self

The choice of the person

In the environment

With a contract manager

FI.

FR.

VI.

VR.

Conceptually systematic

Applied

Technological

Analytic

fluency.

performance.

rate of correct responding.

interobserver agreement.

Stimulus generalization

Response generalization

Failure to generalize

Natural contingencies

Because the behaviors are topographically similar, implementing the plan designed for Morgan would be appropriate as it is the least restrictive option.

Complete a separate functional assessment and plan for Jamie.

Use the same plan for both, just ensure the ecological variables correspond to the student.

Do a separate functional analysis, but the same behavior supports can be applied to both students.

dependent variable

independent variable

session

setting

context.

fluency.

generalization.

mastery.

DRO

DRH

DRI

DRL

momentarily alters the effectiveness of the consequence for a behavior that was previously followed by reinforcement.

alters the timing of a behavior and momentarily alters the frequency of the behavior that was previously followed by reinforcement.

alters the effectiveness of some object or event as reinforcement thus momentarily changing the likelihood of behavior that was previously followed by that reinforcer.

alters the effectiveness of some object or event as a contingency-shaped rule and at the same time changes the momentary frequency of the behavior that was previously followed by reinforcement.

dependent

independent

interdependent

semi-dependent

socially valid as indicated by caregiver reports.

effective as evidenced by peer-reviewed journal articles.

trusted to be practical and to produce accurate data.

consistent across observers and measurement occasions.

duration

latency

percent of occurrence

trials to criterion

Go to the direct supervisor and request that an incentive system be implemented for all staff.

Begin to assess the staff's daily routine in order to identify any time conflicts that might exist.

Revise the daily work schedules and routines, with the assistance of the supervisor, so that potential time conflicts can be avoided.

Implement additional training for staff that are not able to perform to criterion.

teach loosely.

use the same SD.

use few exemplars.

teach in the same environment.

verbal stimulus; the behavior does not match that stimulus; and the reinforcer is non-specific.

verbal stimulus; the behavior matches that stimulus; and the reinforcer is specific.

verbal stimulus; the behavior matches that stimulus; and the reinforcer is non-specific.

verbal stimulus; the behavior does not match that stimulus; and the reinforcer is specific.

changes in a response class produce a functional consequence.

changes in a stimulus class consistently alter a property of a response class.

reinforcement is contingent upon responding.

a stimulus elicits a response without previous conditioning.

functional response class.

respondent class.

stimulus class.

topographical response class.

take data on student performance simultaneously with the teacher.

compare student's self-graphed data to data collected by the teacher.

compare data collected at the same time by the teacher and another teacher.

compare her/his observation of a student's performance with data collected by the teacher from an earlier training session with the student.