Term
| Which domain ties together all other domains? a. Applied behavior analysis b. Conceptual analysis of behavior c. Translational behavior analysis d. Experimental analysis of behavior. |
|
Definition
| B. Conceptual analysis of behavior. |
|
|
Term
Which domain serves as the “bridge”
between the domains?
a. Applied behavior analysis
b. Conceptual analysis of behavior
c. Translational behavior analysis
d. Experimental analysis of behavior |
|
Definition
| c. Translational Behavior Analysis |
|
|
Term
ASR
❑ Identify the methodological underpinnings
of behavior analysis:
❑ Replication of effects
❑ Statistical significance
❑ Single-subject experimental designs
❑ Controlled conditions to reduce
variability
❑ Group averages |
|
Definition
Replication of Effects
Single -Subject experimental designs
Controlled conditions to reduce variability. |
|
|
Term
The methodological underpinnings
discussed define which domain of
behavior analysis?
a. Applied behavior analysis
b. Translational behavior analysis
c. Experimental analysis of behavior
d. All of these |
|
Definition
|
|
Term
Match the descriptions with the terms:
❑ Scientific research in a controlled setting =
A
❑ Connects concepts between basic research
and applied practice = B
❑ Applied research to determine functional
relations between behavior and the
environment = C
❑ Informs everything we do in other domains =
D |
|
Definition
A. Experimental Analysis Behavior
B. Translational Behavior Analysis.
C. Applied Behavior Analysis
D. Conceptual Analysis of Behavior. |
|
|
Term
Who established the idea of
behaviorism?
a. E. C. Tolman
b. B. F. Skinner
c. E. R. Guthrie
d. John Watson
e. Clark Hull |
|
Definition
|
|
Term
In his 1913 behaviorist manifesto, John Watson:
❑ Called psychology, as the behaviorist views it, a natural science
❑ Rejected mind consciousness and subjective
methods of analysis
❑ Declared that all learning is through
contiguity
❑ Claimed the goal of psychology is prediction
and control of behavior
❑ Concluded that behavior is a result of habit. |
|
Definition
Called psychology, as the behaviorist views
it, a natural science
❑ Rejected mind consciousness and subjective methods of analysis.
❑ Claimed the goal of psychology is prediction
and control of behavior |
|
|
Term
ASR
Behaviorists of the 1930s:
Did not believe in mentalism
❑ Were not “real behaviorists”
❑ Were physical monists
❑ Believed behavior was controlled by
mental processes
❑ Occasionally blurred the distinction
between physical and mental |
|
Definition
Did not believe in mentalism
❑ Were physical monists
❑ Occasionally blurred the distinction
between physical and mental |
|
|
Term
Why did Skinner use the term “radical” to
describe this new philosophy of
behaviorism?
a. To differentiate this type of behaviorism
from the traditional behaviorism
b. To relate behaviorism back to the origin
(behavior)
c. To indicate the extreme nature of this
new philosophy |
|
Definition
B. To relate behaviorism back to the origin
(behavior) |
|
|
Term
Examines behavior, but explanations
still rely on mental causes:
a. Methodological behaviorism
b. Radical behaviorism
90 |
|
Definition
| B. Methodological Behaviorism |
|
|
Term
Philosophy of the science of behavior
analysis:
a. Methodological behaviorism
b. Radical behaviorism |
|
Definition
|
|
Term
Match the goal with the corresponding
branch of ABA:
❑ Basic principles discovered in a
controlled setting = A
❑ Procedures implemented in natural
setting to benefit others = B
❑ Procedures developed and validated
with socially significant behaviors =
C |
|
Definition
A Experimental Analysis of Behavior
B.ABA practice
C. Applied behavior analysis |
|
|
Term
dentify the branch that informs the
other three branches:
a. Experimental analysis of behavior
b. Applied behavior analysis
c. ABA practice
d. Radical behaviorism
e. Conceptual analysis |
|
Definition
|
|
Term
What is included in the conceptual
analysis?
❑Psychological issues
❑Philosophical issues
❑Theoretical issues
❑Historical issues
❑Other conceptual issues |
|
Definition
Philosophical Issues
Theoretical Issues
Historical Issues
Other Conceptual Issues |
|
|
Term
What separates radical behaviorism
from other philosophies of
behaviorism? |
|
Definition
| The analysis of verbal behavior and inclusion of private events. |
|
|
Term
____A___ focuses on making basic
discoveries while _____B__ translates
the basic discoveries to develop new
procedures that will solve problems
of social significance |
|
Definition
A. EAB experimental Analysis
B. Applied Behavior Analysis |
|
|
Term
Explain the difference between ABA
and ABA practice: |
|
Definition
| ABA is applied research focusing on validating procedures to effect behavior change of social significance. ABA practice is the application of the procedures demonstrated to be effective through ABA research. |
|
|
Term
Skinner emphasized that behavior
was a symptom of something else.
a. True
b. False |
|
Definition
|
|
Term
Match the description with the related
term:
❑Start with theory, then test theory =
___A____
❑Start with data, then generate
theory = __b___ |
|
Definition
A, Deductive
B. Inductive collect data and forming a hypothesis from the data. |
|
|
Term
Name the type of research method
used by Skinner: |
|
Definition
|
|
Term
Skinner collected data on his subjects
by:
a. Scatterplot analysis
b. Using an operant chamber attached
to a cumulative recorder
c. ABC data collection
d. Interval recording
e. Frequency recording |
|
Definition
b. Using an operant chamber attached
to a cumulative recorder. |
|
|
Term
Four methodologies characterize this unique
approach to scientific investigation:
Four Methodologies of EAB |
|
Definition
1) Direct, repeated measurement of behavior
(2) Rate of response as the basic datum,
instead of number of errors or percent
(3) Visual inference (graphing) instead of
statistical inference
(4) Within-subject comparisons instead of group
designs |
|
|
Term
❑The type of data display produced by
a cumulative recorder:
a. Equal-interval line graph
b. Bar graph
c. Cumulative record
d. Standard celeration chart |
|
Definition
|
|
Term
EAB work is conducted under
____A___ conditions in
___B____settings. |
|
Definition
A. Highly Controlled
B. Laboratory |
|
|
Term
Identify the four methodologies of EAB:
❑ Group research designs
❑ Direct, repeated measure of behavior
❑ Rate of response as basic datum
❑ Percent correct as basic datum
❑ Analysis through statistical inference
❑ Within-subject comparisons
❑ Visual inference of graphed data |
|
Definition
❑ Direct, repeated measure of behavior
❑ Rate of response as basic datum
❑ Within-subject comparisons
❑ Visual inference of graphed data |
|
|
Term
The basic datum used in EAB is:
a. Percent correct
b. Time sampling
c. Rate of response
d. Interval recording |
|
Definition
|
|
Term
The experimental design used in
EAB:
a. Within-subject comparison
b. Statistical analysis
c. Group designs
d. Compare control and test group |
|
Definition
| A. Within-Subject Comparison. |
|
|
Term
n EAB, data are analyzed using:
a. Scatterplot analysis
b. Statistical inference analysis
c. Standard celeration chart
d. Visual inference graphing
e. Equal-interval line graph |
|
Definition
| d. Visual Inference Graphing |
|
|
Term
In EAB, data are measured by:
a. Comparing pre- and post-test data
b. Verbal reports of behavior
c. Direct, repeated measurement of
behavior
d. ABC data recording |
|
Definition
| C. Direct, Repeated Measurement of Behavior |
|
|
Term
The BCBA wants to determine if a classroom
token system will be effective. He measures
percent compliance to tasks in two
classrooms. He implements the token
system in one class but not the other, and
then measures percent compliance again,
and compares results. Is this an example of
EAB?
a. Yes
b. No |
|
Definition
B. No
EAB involves direct, repeated measurements of rate of response using within-subject comparison as its experimental design and using a visual display to analyze data. This scenario is not an example of EAB. The BCBA is measuring percent compliance to tasks—which is not a dimensional quantity—while comparing responding of two groups of individuals before and after the intervention. EAB does not use percent correct as measurement and does not compare groups of pre- and post-test data |
|
|
Term
The behavior analyst teaches a pigeon to
ring a bell for food. He takes baseline data
measuring rate of responding and compares
to rate of responding after intervention. He
displays the data on a graph to analyze
results. Is this an example of EAB?
a. Yes
b. No |
|
Definition
A. YES
Correct
This scenario is an example of EAB. The behavior analyst is recording rate of responding taking baseline data of a single subject, comparing baseline to intervention data. He then analyzes the data using a visual inference graph. |
|
|
Term
Which branch of behavior analysis
discovered the basic principles of
behavior?
a. Applied behavior analysis
b. Experimental analysis of behavior
c. Conceptual analysis
d. ABA practice |
|
Definition
| B. Experimental Analysis of Behavior |
|
|
Term
Uses direct, repeated measurement
of rate of responding in a laboratory
setting:
a. ABA
b. EAB
c. Conceptual analysis |
|
Definition
|
|
Term
Uses systematic manipulations to
determine the functional relation
between behavior and the
environment in a natural setting:
a. ABA
b. EAB
c. Conceptual analysis |
|
Definition
A. ABA
Applied behavior analysis (ABA) uses systematic manipulations of environmental variables to determine the functional relation between the environment and socially significant behavior in a natural setting. EAB conducts direct, repeated measurements of rates of responding in a controlled laboratory. Conceptual analysis is a branch of behavior analysis that addresses philosophical, theoretical, historical, and other conceptual issues that inform the other branches of behavior analysis. |
|
|
Term
Behavior selected to observe is
based on social significance rather
than ease of measurement:
a. ABA
b. EAB
c. Conceptual analysis |
|
Definition
|
|
Term
ABA interventions are based on:
❑Indirect assessments
❑Findings of experimental research
❑Group data
❑The results of assessments
❑Ongoing evaluation of
effectiveness |
|
Definition
Findings of experimental Research
The results of assessments
Ongoing evaluation of effectiveness. |
|
|
Term
If a behavior analyst uses an
experimental design to demonstrate
a functional relation, that behavior
analyst is doing EAB.
a. True
b. False |
|
Definition
B.fALSE
EAB and ABA behavior analysts all use experimental designs when conducting systematic manipulations of environmental events to determine the functional relation between behavior and the environment. However, EAB focuses on analyzing principles of behavior—measuring behavior of animals that is not socially significant in a controlled laboratory setting. ABA focuses on changing behavior of social significance to the individual using the principles of behavior in a natural setting. |
|
|
Term
Which of the following is an example of
ABA?
a. Measuring rate of a pigeon pecking
a button
b. Measuring rate of a child’s hand
biting behavior
c. Recording average time it takes for
students to respond to a fire alarm |
|
Definition
B. Measuring rate of a child's hand biting behavior.
ABA measures behavior for change in a natural setting that is socially significant to the individual. This could be to increase or decrease an existing behavior or to teach a new behavior. Measuring the rate of a child’s hand biting behavior would be a behavior targeted for change in ABA, as it is important to decrease self-injury. Measuring the rate of a pigeon pecking a button is not ABA as it is not socially significant and not in a natural setting. Recording the average time it takes students to respond to a fire alarm is group percentage data. ABA does not compare and contrast group data, and percentage is not a dimensional quantity. |
|
|
Term
Which of the following is an example
of EAB?
a. Reinforcing a rat’s lever pressing
on an FR3 schedule
b. Teaching a child to circle his
moods on a feelings chart
c. Measuring average weight of a
group of pigeons |
|
Definition
A. Reinforcing a rat's lever pressing on FR3 schedule.
EAB measures rate of responding using within-subject comparisons in a controlled laboratory setting to determine principles of behavior. Reinforcing a rat’s lever pressing is an example of measuring rate of responding in a laboratory setting evaluating principles of behavior (reinforcement schedule). Teaching a child to circle his moods on a feelings chart is not EAB as it is neither measuring behavior nor in a laboratory setting. Measuring average weight of a group of pigeons involves evaluating group data and is not the within-subject comparison used in EAB. |
|
|
Term
Clinical applications of behavior
analysis are only used as treatment
for children and adults diagnosed
with autism or other developmental
disabilities.
a. True
b. False |
|
Definition
|
|
Term
Clinical application of behavior
analysis is used with consumers after
the behavior analyst has diagnosed
the individual with a disability.
a. True
b. False |
|
Definition
|
|
Term
In clinical practice, behavior analysts
often do preventative interventions
including:
a. Prescribing mediations
b. Diagnosing individuals first
c. Parent/caregiver training |
|
Definition
| C. Parent/Caregiver Training |
|
|
Term
ASR
❑ In this area of practice, the behavior
analyst works with individuals with
medical diagnoses to address behaviors
related to health and fitness:
a. Clinical application of behavior analysis
b. Behavioral medicine
c. Educational behavior analysis |
|
Definition
B. Behavioral Medicine.
Correct
In behavioral medicine, the behavior analyst works with individuals who have a medical diagnosis and require behavioral interventions to comply with medical protocols. This can be preventative skills training as well as compliance with medications and medical procedures. In this example, working with behaviors related to health and fitness is an intervention in behavioral medicine. Clinical application of behavior analysis involves providing behavioral services for many problem behaviors and skills training in settings including the individuals home, work, school, and community. Educational behavior analysts provide materials and techniques for teachers in the classroom to increase effective instruction |
|
|
Term
ASR
❑In this area of practice, the behavior
analyst provides services in a variety
of settings to address problem
behaviors and skill deficits:
a. Clinical application of behavior
analysis
b. Behavioral medicine
c. Educational behavior analysis |
|
Definition
| A. Clinical Application of behavior analysis. |
|
|
Term
n this area of practice, the behavior
analyst develops instructional
materials and techniques used by
teachers:
a. Clinical application of behavior
analysis
b. Behavioral medicine
c. Educational behavior analysis |
|
Definition
| C. Educational Behavior Analysis. |
|
|
Term
n which area of practice should the
behavior analyst be familiar with
OBM practices?
a. Organizational behavior
management
b. Clinical behavior analysis
c. Educational behavior analysis
d. All of these |
|
Definition
|
|
Term
Which is an example of a behavior analyst
using educational behavior analysis:
a. Assessing employee use of safety helmets
on construction site
b. Using precision teaching during a reading
lesson
c. Measuring frequency of student task
avoidance in the classroom
d. Training a young adult how to make his own doctor appointments |
|
Definition
| B. Using precision teaching during a reading. |
|
|
Term
Which is an example of a behavior analyst
using behavioral medicine:
a. Teaching a person with diabetes to test
glucose levels
b. Training staff how to use least-to-most
prompting
c. Reinforcing employees for completing
reports on time
d. Teacher asking students to respond to
questions throughout the lecture |
|
Definition
| a. Teaching a person with diabetes to test glucose levels. |
|
|
Term
Even clinical behavior analysts and
educational behavioral analysts need to
understand OBM because:
❑ They typically manage employees
❑ They supervise others
❑ They teach independent living skills
❑ They may have their own agency
❑ They teach and train caregivers to use
interventions |
|
Definition
They typically manage employees.
❑ They supervise others
❑ They may have their own agency
❑ They teach and train caregivers to use
interventions |
|
|
Term
Which is an example of a behavior analyst
using organizational behavior management:
a. Teaching a lesson on the rainforest using
direct instruction
b. Teaching teenagers about healthy food
choices
c. Assessing staff performance by measuring rate of task completion
d. Training a young adult how to pack his own lunch |
|
Definition
| C. Assessing Staff performance by measuring rate of task completion. |
|
|
Term
Name the title, authors, and year of
the article that defines ABA and the
seven dimensions |
|
Definition
| Some Current Dimensions of Applied Behavior Analysis by Baer, Wolf, & Risley, 1968” |
|
|
Term
dentify the importance of the seven
dimensions:
❑Defines our relation with EAB
❑Defines our approach to
assessment, intervention, and
evaluation
❑Differentiates us from other human
service professions |
|
Definition
Defines our approach to
assessment, intervention, and
evaluation
❑Differentiates us from other human
service professions |
|
|
Term
Which would be the most applied target
for a 5-year-old with minimal vocal
speech, who does not dress themselves,
and engages in odd hand movements?
a. Increase labeling colors
b. Decrease odd hand movements
c. Increase independent requests
d. Match the appropriate clothing to the
weather |
|
Definition
| C. Increase Independent Requests |
|
|
Term
ASR
❑ Monty is an 18-year-old with mild delays. He currently
lives in a group home but would like to live
independently. He also tends to engage in disruptive
behavior when in the local grocery store, or other rooms
with bright fluorescent lighting, for more than 30
minutes. What would be the most applied target?
a. Tolerate bright lights for 30-45 minutes without disruptive behavior
b. Learn to order groceries through a delivery system, or wear sunglasses when lighting is too bright.
c. Learn to carry on “typical” conversations with staff at
the group home. |
|
Definition
| B. Learn to order groceries through a delivery system, or wear sunglasses when lighting is to bright. |
|
|
Term
Martha is measuring “percent of letters identified on the
keyboard” for a client who typically communicates
through modified signs, cannot read, and is primarily
concerned with daily living skills. Which statement true?
a. This meets the behavioral dimension, but not the applied dimension
b. This meets neither the behavioral nor applied
dimensions
c. This does not meet the behavioral dimension, but
does meet the applied dimension
d. This meets both applied and behavioral dimensions |
|
Definition
| A. This meets the behavioral dimension but not the applied dimension. |
|
|
Term
A BCBA measures the number of times a student independently says “No, thank you” when provided with a non-preferred task in the classroom. This is behavioral, but not applied
A. True
B. False |
|
Definition
B. False
This scenario would fall under the applied dimension as well because the target measured is one that allows the student to communicate that they do not want to engage in a non-preferred task. This increases the independence of the individual and can produce a meaningful impact on their life. |
|
|
Term
We measure the amount of time
between an employee being told to
start a task and when the employee
starts the task. This is behavioral and
applied.
a. True
b. False |
|
Definition
A. True
This is both behavioral and applied. The individual can be directly observed and the latency to start a task can be measured in the real world (i.e., behavioral). This behavior is also one of social significance because reducing a high latency to begin completing tasks once they are assigned would most likely result in overall task completion (i.e., applied) |
|
|
Term
Zoe gathers information to determine with which
staff member a client engages in higher rates of
problem behavior. She gathers data on rate per
hour for three consecutive days. She keeps the
environment the same, and only changes the staff
member. She identifies higher rates with one
particular staff member. Arranging for different
conditions is related to which dimension?
a. Applied
b. Behavioral
c. AnalytiC |
|
Definition
|
|
Term
After meeting with caregivers, a behavior analyst
decides to focus on whether a student can
discriminate between a hooded sweatshirt and a t-
shirt. The client has limited language skills and is
unable to complete any daily living tasks. Which
statement is accurate about this scenario?
a. This is behavioral but not applied
b. This is applied but not analytic
c. This is not applied, behavioral, or analytic
d. This is applied and analytic, but not behavioral |
|
Definition
A. This behavioral but not applied.
This scenario would be behavioral but not applied because the target chosen is something that can be directly observed but would not produce a meaningful impact in the life of an individual with limited verbal skills. It is not analytic because the target involves discriminating differences between a hooded sweatshirt and a t-shirt, which does not necessarily involve arranging environmental variables or systematic manipulation. |
|
|
Term
Su-Ann is interested to see if a weighted blanket has an impact on her client’s self-injury. She measures the rate of self-injury during baseline,
then compares the rate to when the weighted blanket is in place. She repeats each condition twice. She does not find that the weighted blanket produces an effect. Which statement is correct
here?
a. This is applied but not analytic
b. This is analytic and applied
c. This is neither analytic nor applied |
|
Definition
| b. This is analytic and applied. |
|
|
Term
Kerri meets with two classroom teachers
who work with her client. Kerri interviews
both teachers and then writes up a behavior
plan to target call-outs and throwing items.
Kerri is not adhering to the _____ dimension.
a. Applied
b. Behavioral
c. Analytic
d. She is adhering to all three |
|
Definition
c. Analytic
In this scenario, Kerri relied on interviews to gather information on the function of a behavior. This is not analytic and may lead to inaccurate information. Targeting a behavior that can be measured (e.g., callouts and items thrown) would satisfy the behavioral dimension. Choosing a behavior-change target that would reduce disruptions in class would be considered a socially significant target and falls under the applied dimension. |
|
|
Term
Yao is measuring the latency to respond
to a fire alarm in the workshop. He
measures this behavior in baseline, then
implements reinforcement delivery for
each of three individuals, but starts the
intervention at different times for each.
This best describes which dimension?
a. Technological
b. Analytic |
|
Definition
B. Analytic
This scenario best describes the analytic dimension. Yao is systematically manipulating the environment by comparing three individuals at different points in time. It is not technological because it lacks preciseness. Yao did not specify the time of the day at which each participant started—a behavior analyst wishing to replicate the assessment would not be aware of the specific times of day that Yao was using. |
|
|
Term
Yao has a written description of the
procedures he uses to address
evacuating the building safely. This
best describes which dimension?
a. Technological
b. Analytic |
|
Definition
A. Technological
This scenario best describes the technological dimension because Yao has written a procedure that specifies how to evacuate the building safely. It would not be analytic because there is no mention of systematic manipulation of environmental variables |
|
|
Term
A client is receiving distance
services. Is the use of a webcam a
“technological” aspect of a behavioral
intervention?
a. Yes
b. No |
|
Definition
A. YES
The use of a flowchart to display steps in a behavior reduction procedure would fall under the technological dimension. The flowchart allows practitioners to perform necessary steps in the reduction procedure with precision. It should specify the parameters of the procedure as well as clarify potential confusion. |
|
|
Term
ASR
❑ Which best describes why a behavioral intervention
is successful?
a. Interventions are generally successful if they have been demonstrated effective for most participants in a large group study
b. Interventions are successful when the
topography of behavior closely matches the
topography demonstrated by another client in a
research study of effective intervention
c. Interventions are successful when they are based on the basic principles of behavior |
|
Definition
| c. Interventions are successful when they are based on the basic principles of behavior. |
|
|
Term
A client is receiving distance
services. Is the use of a webcam a
“technological” aspect of a behavioral
intervention?
a. Yes
b. No |
|
Definition
|
|
Term
Conceptually systematic or not?
qStay close to Danica when she
scratches. This procedure is based
on the principle of extinction as
scratching is maintained through Sr- .
a. Yes
b. No |
|
Definition
|
|
Term
Conceptually systematic or not?
Using facilitated communication as it
unlocks the mind of persons with
autism
a. Yes
b. N0 |
|
Definition
|
|
Term
Holly notes that her supervisee’s problem
behavior—arriving late to morning
meetings—has been improving lately. She
takes baseline data to see if the trend will continue without intervention. This best describes which dimension of ABA?
a. Effective
b. Conceptually systematic |
|
Definition
| B. CONCEPTUALLY systematic |
|
|
Term
When Holly’s supervisee begins to arrive late again, Holly reviews OBM literature to identify an approach to feedback to change the behavior. She implements a strategy and sees timeliness increase to arriving on time each week. This best describes which dimension of ABA?
a. Effective
b. Conceptually systematic
c. Technological. |
|
Definition
A. Effective
Correct
This scenario describes the effective dimension because Holly is reviewing empirical literature in OBM to identify an effective approach to using feedback. She then monitors the data to assess whether the intervention was effective. |
|
|
Term
Effective behavior change means that
behavior is changing _____, and that the
amount of change is enough to improve
the client’s _____.
a. In any direction; goals and objectives
b. In the right direction; quality of services
c. In the right direction; quality of life
d. In any direction; quality of life |
|
Definition
| C. In the right direction, quality of life. |
|
|
Term
Mary received services to improve independent living
skills so that she would not need a home healthcare
aide to live with her anymore. Mary learned how to
make sandwiches independently, but still needed the
aide to help with most meals. In this case, behavior
change:
a. Met the criteria to be effective since she learned a
new skill
b. Met the criteria to be effective since she needed the
home healthcare aide less
c. Did not meet the criteria to be effective since quality
of life did not change
d. Did not meet criteria since sandwich-making is not
socially valid |
|
Definition
| D. Did not meet the criteria to be effective since quality of life did not change |
|
|
Term
Patrick teaches his client to tact various
letters when written on a piece of paper with a crayon. After mastering all letters of the alphabet, Patrick discontinues the program. A few weeks later, the client’s preschool
teacher notes that the client couldn’t label
letters. Did Patrick’s intervention adhere to
the generality dimension?
a. Yes
b. No |
|
Definition
|
|
Term
Rory is a BCBA-D who is working with a group of adolescents at a residential facility. Rory has taught the group to perform various vocational skills such
as cleaning, organizing kitchen items, and
maintaining the outside. He then helps each
adolescent find employment using these skills weekly. Which dimension of ABA is best depicted in this scenario?
a. Technological
b. Conceptually systematic
c. Generality
d. Effective |
|
Definition
|
|
Term
A district behavior analyst is teaching school psychologists how to conduct functional behavior assessments. The analyst writes out the entire FBA
process, including indirect assessments and functional analysis. The analyst reviews the process with all team
members to ensure everyone is contacting the same information. Which dimension of ABA is best depicted in this scenario?
a. Effective
b. Generality
c. Behavioral
d. Technological |
|
Definition
|
|
Term
Each of the following are features of
generality, except:
❑ Tight stimulus control
❑ Response generalization
❑ Response maintenance
❑ Repeating training in a new condition
❑ Stimulus generalization |
|
Definition
Tight stimulus control
Repeating Training in a mew condition. |
|
|
Term
A consultant is working with a cleaning agency to improve adherence to cleaning protocols
when entering environments where an illness
recently passed through. Which dimension of
ABA is best depicted in this scenario?
a. Generality
b. Behavioral
c. Applied
d. Analytic |
|
Definition
C. Applied
In this scenario the consultant is dealing with an issue of social significance (e.g., reducing the spread of an illness) which best falls under the applied dimension. There is no mention of behavior change generalizing across behaviors, settings, or time so the generality dimension would not be relevant. There is no mention of observable behaviors apart from the mention of a cleaning protocol so the behavioral dimension would not be the best to depict this scenario. The analytic dimension relates to environmental manipulations which were not mentioned in this scenario. |
|
|
Term
While trying to read the records from the two
therapists, Jose noted that one said they were doing inside-oriented psychotherapy and the other
said he was doing rational emotive therapy. They didn't specify anything else. Instead, Jose specified
his procedures exactly. Because Jose had very
specific written protocols on how to do the conversational skills training step by step by step,
other people were able to implement the treatment. So, a technician could take over for Jose on days that he wasn't there and could follow essentially the same protocol.
his is an example of which dimension of ABA?
a. Applied
b. Behavioral
c. Analytic
d. Technological
e. Conceptually systematic
f. Effective
g. Generality |
|
Definition
|
|
Term
The other therapist had asked Benny, "How did you do these past weeks?" and asked him, "Hey, did you meet anybody? Did you ask anybody out?" and that's about it. However, Jose selected target behavior that he defined and then recorded. Jose got actual data. He got data not just in the clinic, but also on the college campus in various settings, because Jose tape-recorded conversations and then had people take frequency counts and evaluate some other parameters of the target behavior.
a. Applied
b. Behavioral
c. Analytic
d. Technological
e. Conceptually systematic
f. Effective
g. Generality |
|
Definition
B. Behavioral
We've selected behavior that we could observe and measure, and we did it in a real-life environment. And that's what makes us behavioral. |
|
|
Term
When Jose selected the procedures to work
with Benny, he included procedures that
involved differential reinforcement and
procedures that involved the errorless training
based on the principles of stimulus
discrimination, and he tied them to the
principles of behavior, This is an example of which dimension of ABA?
a. Applied
b. Behavioral
c. Analytic
d. Technological
e. Conceptually systematic
f. Effective
g. Generality |
|
Definition
E. Conceptually Systematic
And this time it’s conceptually systematic. We tied the procedures back to the basic principles of behavior. |
|
|
Term
Beaufort implements a mand acquisition
protocol with his early learner. After two weeks
of minimal acquisition, Beaufort tells his client’s
parents to wait two more weeks as he believes
the client is still getting the hang of it. This is a
violation of which dimension of ABA?
a. Effective
b. Behavioral
c. Analytic
d. Conceptually systematic |
|
Definition
|
|
Term
Based on the ABC data collected, Helena suspects
her client’s target behavior is maintained by
attention. To determine function, she runs a
functional analysis with four conditions (attention,
play, escape, tangible). Helena develops a behavior
plan for the client’s target behavior based on the
graphed functional analysis results. This is an
example of which dimension of ABA?
a. Effective
b. Applied
c. Analytic
d. Technological |
|
Definition
|
|
Term
Gilbert provides clinic-based ABA services to a 5-
year-old who engages in frequent skin-picking that
often draws blood. The client’s parents are very
concerned about their son performing at grade-
level, so Gilbert develops a program to first target
teaching him letters, colors, writing his name, and
pre-reading skills. This is a violation of which
dimension of ABA?
a. Behavioral
b. Technological
c. Applied
d. Conceptually systematic |
|
Definition
|
|
Term
Leona teaches her client to urinate in the
toilet at the clinic. However, the client’s
mother reports that she is still having
accidents at home. This is a violation of
which dimension of ABA?
a. Applied
b. Generality
c. Effective
d. Behavioral |
|
Definition
|
|
Term
Salwa develops a step-by-step protocol on
how to clean the clinic at the end of the day.
The protocol includes pictures of what the
final product should look like and a rotating
chore chart for RBTs. This is an example of
which dimension of ABA?
a. Applied
b. Effective
c. Generality
d. Technological |
|
Definition
|
|
Term
Alain is presenting one of his cases to the clinical team.
He shows the data from his functional behavior
assessment. He gathered data through interviews and
direct observation but did not complete a functional
analysis because he felt there was enough information
already gathered. Alain states the function of his client’s
behavior targeted for decrease is escape from task
demand. This is a violation of which dimension of ABA?
a. Applied
b. Analytic
c. Technological
d. Behavioral |
|
Definition
|
|
Term
Peter is a very picky eater that often tantrums at the
dinner table if he does not like the food, or if the items
on his plate touch each other. Generally, his parents
then allow him to leave and go play. The BCBA
implements a procedure where following his tantrums,
Peter is taken to a “calm down” spot and made to sit
until he is calm for 30 seconds, then taken back to the
table. This is a violation of which dimension of ABA?
a. Conceptually Systematic
b. Applied
c. Analytic
d. Behavioral |
|
Definition
A. Conceptually Systematic
The conceptually systematic dimension states that procedures in ABA should relate to the basic principles of behavior and that these procedures can be described in terms of these basic principles. In other words, the conceptually systematic dimension focuses on explaining observable behavior using basic principles of behavior analysis. Since the BCBA failed to consider that the target behavior was maintained by escape and then implemented an escape contingency, this example is a violation of the conceptually systematic dimension. The applied dimension focuses on the implementation of basic principles to change socially significant behaviors in individuals receiving services. Common examples are focusing on language acquisition, improving communication skills, improving academic performance, learning skills for daily living, and reducing behaviors that harm the client and others. If the behavior analyst failed to focus primarily on behaviors of social significance and instead focused on behaviors that were not relevant to the client, then this would more closely resemble a violation of the applied dimension. The analytic dimension states that ABA seeks to identify functional relationships between behavior change and the environment through systematic and controlled manipulation. In other words, the analytic dimension identifies functional behavior-environmental relations by altering environmental variables and controlling extraneous variables in a systematic fashion. If the scenario had presented a behavior analyst that failed to manipulate environmental variables when identifying a possible behavior-environment relation, then this would more closely resemble a violation of the analytic dimension. |
|
|
Term
Lan is a BCBA providing clinic-based services to a
client. He teaches the client to complete several
homework assignments, each with different shapes and
sizes of pens and pencils. His client’s parents and
teachers report an increase in homework completion as
the client becomes less sensitive to different writing
utensils. This is an example of which dimension of
ABA?
a. Analytic
b. Technological
c. Conceptually Systematic
D. Generality |
|
Definition
|
|
Term
Fernanda, a BCBA, decides to collect data on
the number of times the members of her social
group are nice or kind to each other. This is a
violation of which dimension of ABA?
a. Applied
b. Effective
c. Behavioral
d. Conceptually systematic |
|
Definition
C. BEHAVIORAL
If the behavior analyst failed to focus primarily on behaviors of social significance and instead focused on behaviors that were not relevant to the client, then this would more closely resemble a violation of the applied dimension. The conceptually systematic dimension states that procedures in ABA should relate to the basic principles of behavior and that these procedures can be described in terms of these basic principles. In other words, the conceptually systematic dimension focuses on explaining observable behavior using basic principles of behavior analysis. If the scenario had presented a behavior analyst describing a procedure or behavior-environment relationship and failing to apply these basic principles (e.g., saying that someone spits because “they are rude” and not due to reinforcement for spitting), this would more closely resemble a violation of the conceptually systematic dimension. The effective dimension states that ABA is an accountable discipline that makes decisions to implement or change procedures based on data. Plans for treatment protocols are revised based on data and, if a particular protocol is not effective, it is revised until the desired effect is achieved. If the scenario presented a behavior analyst making decisions that were not data-driven, this would more closely resemble a violation of the effective dimension. |
|
|
Term
The BCBA requests that Rene’s parents do not give him
any snacks before his session. He explains that goldfish
crackers were identified in an assessment as Rene’s
strongest reinforcer, and if he comes to session with a
full stomach, he will be less motivated to earn goldfish
crackers. This is an example of which dimension of
ABA?
a. Analytic
b. Conceptually systematic
c. Effective
d. Technological |
|
Definition
| B. Conceptually Systematic |
|
|
Term
Omar has recently begun services with a 40-year-old
man with ASD. The client’s parents have requested that
Omar address his shoe-tying skills. Omar agrees to
work on this skill after addressing the client’s significant
communication deficits. The parents agree that teaching
their son how to request needs and wants should be a
treatment priority. This is an example of which
dimension of ABA?
a. Generality
b. Applied
c. Effective
d. Behavioral |
|
Definition
b. Applied
This scenario is an example of the applied dimension of ABA because Omar is focused on implementing a behavior-analytic procedure to address his client’s communication deficits which is socially significant. Remember that the seven dimensions of applied behavior analysis (ABA) were introduced by Baer et al. (1968) as the characteristics that make the behavior-analytic approach to assessment, intervention, and evaluation unique. |
|
|
Term
Tory wants to reduce the frequency of vocal
outbursts emitted by her client during circle
time. She tells staff to reinforce any instance of
polite participation but does not provide
additional information related to reinforcement
schedules or behavioral definitions. This is a
violation of which dimension of ABA?
a. Technological
b. Applied
c. Analytic
d. Behavioral |
|
Definition
|
|
Term
Sarah’s foster parents report that she is defiant and
“mean” toward her siblings. The behavior analyst
identifies that the target behavior to decrease is
physical aggression, defined as “forceful contact
made between hands and/or feet and another
person that may or may not leave tissue damage,
such as hitting.” This is an example of which
dimension of ABA?
a. Generality
b. Effective
c. Analytic
d. Behavioral |
|
Definition
|
|
Term
Ormazd implements a protocol to increase appropriate
social exchanges between his client and his friends.
Ormazd reviews his data and notes an increase in
appropriate social exchanges following a reinforcer
assessment and use of identified reinforcers. Ormazd
decides to continue implementing the protocol as
described. This is an example of which dimension of
ABA?
a. Analytic
b. Technological
c. Effective
d. Conceptually systematic |
|
Definition
|
|
Term
A team of BCBAs identifies research with
pigeons demonstrating increased response
variability. They conduct a study to show how
these procedures affect variability in
conversational exchanges for individuals with
limited conversational skills. This would be
which domain?
a. EAB
b. ABA
c. ABA practice
d. None of these |
|
Definition
B. ABA
This would fall under the domain of ABA because of the application of experimental principles to issues of social significance for the purpose of understanding variables responsible for behavior change. It is not considered EAB because it goes beyond understanding general principles and uses these basic principles in applied settings. It is not considered ABA practice because the goal is not to design, implement, evaluate, or revise treatment programs for individuals but to understand how basic principles affect behavior of social significance. |
|
|
Term
The discovery of how basic principles
of behavior, such as stimulus control,
influence behavior in a laboratory
setting would be done in:
a. EAB
b. ABA
c. ABA practice
d. None of these |
|
Definition
|
|
Term
ASR
❑ Verne is contracted to consult with a
restaurant chain to improve sales and
server performance. This would likely
be done in:
a. EAB
b. ABA
c. ABA practice
d. None of these |
|
Definition
|
|
Term
Which step would typically occur
immediately before implementing a
new behavior plan?
a. Plan development
b. Plan revision
c. Training
d. Assessment |
|
Definition
|
|
Term
Remy takes data on his behavior plan and
notes that, even though the plan is implemented
correctly, it is not producing any impact on his
client’s behavior. Which step should occur next
for Remy?
a. Plan development
b. Plan revision
c. Training
d. Assessment |
|
Definition
|
|
Term
A school psychologist who is also a BCBA is called on to
assess if a child is “gifted.” Their training as a school
psychologist has prepared them to administer the
assessment. The assessment is not billed as a behavioral
service. What is true about this practice?
a. This would qualify as ABA practice because they are
certified as a BCBA
b. This would not be considered ABA practice, but would be part of their practice as a school psychologist
c. This would not be considered ABA practice and is an
ethical violation because most BCBAs are not trained to
assess “gifted” students
d. This would qualify as ABA practice and should be billed
accordingly |
|
Definition
B. This would not be considered ABA practice, but would be part of their practice as a school psychologist
In this scenario, the school psychologist is using their training in school psychology to administer the assessment. This would not be considered ABA practice. ABA practice excludes “psychological testing, neuro-psychology, psychotherapy, cognitive therapy, sex therapy, psychoanalysis, hypnotherapy, and long-term counseling as treatment modalities,” so this assessment cannot be considered ABA practice. It is not an ethical violation because the school psychologist is not performing the assessment under the umbrella of ABA practice; rather, they are using training from a separate profession to conduct the assessment while making sure they do not bill it as a behavioral service. |
|
|
Term
An RBT is implementing a new social
skills program with a group of
adolescents as guided by a BCBA.
This intervention:
a. Is considered ABA practice
b. Is not considered ABA practice |
|
Definition
| A. Is considered ABA practice. |
|
|
Term
The study of how small doses of a
psychedelic drug impact the latency to
respond to visual stimuli in mice would likely
be found in which branch of behavior
analysis?
a. ABA
b. EAB
c. ABA Practice
d. This is not behavior-analytic |
|
Definition
|
|
Term
In which branch of behavior analysis
would we likely find the implementation of
a class-wide token system to increase the
number of pages read during silent
reading at an elementary school?
a. ABA
b. EAB
c. ABA practice
d. This is not behavior-analytic |
|
Definition
|
|
Term
In which branch of behavior analysis
would we likely find information on the
impact of changing financial incentives for
attending rehabilitation sessions for a
former drug user?
a. ABA
b. EAB
c. ABA Practice
d. This is not behavior-analytic |
|
Definition
|
|
Term
In terms of the different branches of
behavior analysis, EAB would publish in
____, ABA would publish in ____, and
ABA practice would likely publish in ____.
a. JABA, JEAB, BAiP
b. BAiP, JEAB, JABA
c. JEAB, JABA, BAiP
d. JEAB, BAiP, JABA |
|
Definition
|
|
Term
Is this an example of conceptual
analysis? Proposing a novel classification
scheme for behavioral functions.
a. Yes
b. No |
|
Definition
|
|
Term
s this an example of conceptual
analysis?
Developing and evaluating a new
behavior change procedure.
a. Yes
b. No |
|
Definition
B. NO
Developing and evaluating a new behavior change procedure is done within the domain of ABA research, not the conceptual analysis of behavior |
|
|
Term
is this an example of conceptual
analysis?
Proposing the term SΔP be added to
our lexicon.
a. Yes
b. No |
|
Definition
|
|
Term
To demonstrate the effects of motivating
operations, David creates three groups of rats to be
used in a “lever-pressing-for-food” experiment. One
group has not had access to food for four hours,
another group has free access, and the last group
is on a normal feeding schedule. This is an
example of:
a. Applied behavior-analytic research
b. Experimental analysis of behavior
c. Applied behavior-analytic practice
d. Conceptual analysis of behavior |
|
Definition
B. Experimental Analysis of behavior
In this scenario, the arrangement of rats into three groups for a lever-pressing experiment is an example of experimental analysis of behavior. Remember that the experimental analysis of behavior is focused on discovering the basic principles and processes of behavior, typically in a controlled environment like a laboratory. Since David was a researcher in a laboratory setting attempting to replicate an existing concept, it is most likely an example of experimental analysis of behavior. |
|
|
Term
Gabriela is evaluating the efficacy of two parent training methods. She collects baseline data with
three of her clients’ parents, then implements a
different teaching strategy with each family and
collects data on which teaching method is the most
efficient for maintenance of goals mastered during
ABA sessions. This is an example of:
a. Experimental analysis of behavior
b. Applied behavior-analytic practice
c. Conceptual analysis of behavior
d. Applied behavior-analytic research |
|
Definition
d. Applied Behavior-Analytic research
This is an example of applied behavior-analytic research. Remember that applied behavior-analytic research focuses on discovering the effects of behavior-analytic procedures in less controlled environments. Typically, applied behavior-analytic research is implemented in the environment where behavior is occurring and focuses on developing new procedures, validating them with experimental replications, and implementing these procedures in practice. Since Gabriela was conducting research that was focused on identifying an effective procedure to implement with her clients, this is an example of applied behavior-analytic research. The experimental analysis of behavior is focused on discovering the basic principles and processes of behavior, typically in a controlled environment like a laboratory |
|
|
Term
Jacopo teaches his students the difference
between S |
|
Definition
A. Conceptual Analysis of Behavior
Remember that the conceptual analysis of behavior is focused on the philosophical foundations of the science of behavior and behavior analysis. This dimension pertains to the development of the concepts and principles that connect all other dimensions of behavior analysis, it can be seen as the glue or framework holding all the dimensions of behavior analysis together. |
|
|
Term
The BCBA targets urination in the toilet for a client. She
develops a step-by-step protocol, trains the RBT and
parents, and implements a positive reinforcement
strategy using an item identified in a reinforcer
assessment. The BCBA collects data, monitors efficacy,
and makes needed adjustments until the client reaches
mastery (i.e., urinates only in the toilet and not in their
pants). This is an example of:
a. Experimental analysis of behavior
b. Applied behavior-analytic practice
c. Applied behavior-analytic research
d. Conceptual analysis of behavior |
|
Definition
|
|
Term
While other professionals may be
familiar with behavioral technologies,
only ABA practitioners may use those
technologies.
a. True
b. False |
|
Definition
|
|
Term
How often would a “behavioral
technologist” adhere to the
dimension of being conceptually
systematic?
a. Always
b. Sometimes
c. Never |
|
Definition
C. NEVER
This is the one thing that differentiates the behavior of technologists from the professional behavior analysts. The behavior technologists don't tie what they do to the principles of behavior, because they often are not trained in the basic concepts and principles that govern the behavior of all organisms. |
|
|
Term
The philosophy underpinning the science and
practice of behavior analysis is known as ____.
This term was coined by ____.
A. Methodological behaviorism; Skinner
B. Radical behaviorism; Skinner
C. Methodological behaviorism; Watson
D. Radical behaviorism; Watson |
|
Definition
| B. Radical behaviorism; Skinner |
|
|
Term
Rochelle observes seven rats in an operant chamber.
She collects data on the number of lever presses but
only when they are exposed to a tone followed by a
green light. She continues to collect data every day,
closely examining the slope. This scenario is an
example of a behavior analyst engaging in conceptual
behavior analysis.
A. True
B. False |
|
Definition
|
|
Term
Virginiahasrecentlyacceptedanewcase.Whenmeeting
withtheclient'sparents,theylistnumerousacademic
challengesandhighlightseverecommunicationdelays.After
thismeeting,Virginiadecidesfirsttoassesstheclient'srateof
mands,tacts,andintraverbals.Thisscenarioexemplifies
which ABA dimension?
A. Generality
B. Applied
C. Technological
D. Analytic |
|
Definition
|
|
Term
|
Definition
|
|
Term
Sadie assesses the effects of different ratios of positive
and corrective feedback with dyads of participants in a
simulated work task. She hopes to learn about the effects
of different feedback ratios on employee performance in
organizations. This scenario exemplifies which domain of
behavior analysis?
A. Conceptual analysis of behavior
B. Experimental analysis of behavior
C. Applied behavior analysis research
D. Applied behavior analysis practice |
|
Definition
| Applied behavior analysis research |
|
|
Term
After introducing an intervention
package to one group
of participants, Henry waits for a
few sessions before
presenting the treatment to the next group. He repeats
this for the other two groups and determines that the
dependent variable only changed when he introduced
the intervention. This scenario exemplifies which ABA
dimension?
A. Behavioral
B. Applied
C. Analytic
D. Technological |
|
Definition
|
|
Term
Mae uses a flow chart to supplement her explanation
to her student's caregivers on how to carry out their
child's toilet training plan. She ensures that they can
replicate each step and provides detailed feedback.
This scenario exemplifies which ABA dimension?
A. Conceptually systematic
B. Technological
C. Effective
D. Generality |
|
Definition
|
|
Term
Warren introduces a program to teach Tomas how to
shoot a ball into a basket. Tomas's parents are
confused by this program, seeing as Tomas has never
expressed an interest in basketball and seems to
engage in tantrums whenever Warren begins the
program. This scenario exemplifies a violation of
which ABA dimension?
A. Applied
B. Analytic
C. Effective
D. Generality |
|
Definition
|
|
Term
conducts a functional assessment for a new
client whose caregivers stated engages in problem
behavior. She mentions it is important to “reduce the
BETHS client’s frustration” and “understand when he cannot
get his way.” This scenario exemplifies a violation of
which ABA dimension?
A. Effective
B. Behavioral
C. Technological
D. Generality |
|
Definition
B. BEHAVIORAL
DOES NOT Focus on observable, measurable behavior |
|
|
Term
SherryhasherRBTteachherclienttotactitemsin
thetherapyroom.Aftertheclienthasmasteredthis
goal,theRBTasksiftheywillworkonmoretactsto
includeitemsfromtheclient'shome.Sherrysaysno
andthattheprogramis"donefornow."Thisscenario
exemplifies a violation of which ABA dimension?
A. Effective
B. Applied
C. Conceptually systematic
D. Generality |
|
Definition
|
|
Term
DAVidwritesapaperdiscussingbehavioralprinciples
concerningemergingtechnologysuchasartificial
intelligence,virtualreality,andaugmentedreality.Whilehe
doesnotpresentdata,hereferencesseveralotherpapersin
otherdisciplineswheretheauthorsstressedtheimportance
oflearningmoreabouthowbehavioroperatesinthese
environments.Thisscenarioexemplifieswhichdomainof
behavior analysis?
A. Conceptual analysis of behavior
B. Experimental analysis of behavior
C. Applied behavior analysis research
D. Applied behavior analysis practice |
|
Definition
A. Conceptual analysis of behavior
Philosophicalfoundation,
understanding of all behavior |
|
|
Term
Beforeintroducingatokensystemwithhisstudent,
Billconductsapreferenceassessment,rankingthe
relativepreferencebetweenfourtoys. Thisscenario
exemplifies which domain of behavior analysis?
A. Conceptual analysis of behavior
B. Experimental analysis of behavior
C. Applied behavior analysis research
D. Applied behavior analysis practice |
|
Definition
| C. Applied behavior analysis practice |
|
|
Term
Hayley is working with a patient who engages in severe
problembehavior.Afterherteamintroducedanew
intervention,Hayleynotedonlyamodestdecreaseinthe
behaviorandsaidtheywouldneedtoconductfurther
assessmentsandimmediatelyrevisethetreatment.This
scenario exemplifies which ABA dimension?
A. Applied
B. Conceptually systematic
C. Effective
D. Generality |
|
Definition
|
|
Term
Afterconductingafunctionalanalysis,Alexanderintroducesa
DRAproceduretodecreasehisclient’srateofproblem
behavior.Theinterventiondoesnotinitiallyresultinany
change,butAlexanderinformstheclient’scaregiversthatit
maytakeweeksormaybelongerfortheinterventionto
demonstrateadifference.Thisscenarioexemplifiesa
violation of which ABA dimension?
A. Analytic
B. Applied
C. Generality
D. Effective |
|
Definition
|
|
Term
Latoya works as a consultant for an organization. The
CEOwantshertohelpwithhisemployee's"laziness."
Afterlearningmore,LatoyadeterminedthattheCEO
wouldlikeLatoyatohelpdevelopaninterventionto
improvehowoftenemployeesshoweduptoworkon
time. This scenario exemplifies which ABA dimension?
A. Analytic
B. Conceptually systematic
C. Behavioral
D. Generality |
|
Definition
|
|
Term
Duringanewhiretraining,Ronniedescribescommon
interventionssuchasshaping,first-theninstructions,
andthehigh-Psequencebutmentionstheirconnections
toideaslikedifferentialreinforcement,thePremack
Principle,andbehaviormomentum.Thisscenario
exemplifies which ABA dimension?
A. Applied
B. Conceptually systematic
C. Technological
D. Behavioral |
|
Definition
| B. Conceptually systematic |
|
|
Term
RUBY developedabehaviorplanforoneofherstudents.She
basedthisbehaviorplanontheresultsofafunctional
analysis.Whilethestudent’steacherandparaprofessional
wereinitiallyonboard,Rubyfoundthattheymadenumerous
errorswhenimplementinginterventions.Theymentioned
thattheplanwaswordedconfusinglyandwaschallengingto
follow.ThisscenarioexemplifiesaviolationofwhichABA
dimension?
A. Applied
B. Effective
C. Technological
D. Generality |
|
Definition
|
|
Term
istendevelopedtraininginwhichshehasnewlyhiredRBTs
toidentifythefunctionofthebehaviordescribedina
scenario.Sheavoidsusingtermslike“reinforcement,”
“extinction,”and“punishment.”Instead,sheKristen referstothe
client’s“joy”or“anger”astheconsequenceofbehavior.This
scenario exemplifies a violation of which ABA dimension?
A. Applied
B. Conceptually systematic
C. Analytic
D. Effective |
|
Definition
B. CONCEPTually systematic
Philosophicalfoundation,
understanding of all behavior. Not clear |
|
|
Term
AFterreadingaboutcooperationinhumans,
Travisdevelopsastudytoreplicatea
cooperation-likescenariointhelaboratory
with non-human animals.
__________ behavior analysi |
|
Definition
TRANSLATIONAL
Thefluidmovementofdiscovery
betweenthedomainsofbehavior
analysis |
|
|
Term
CLintconcludesthathisinterventionpackagewas
responsibleforhispatient'sdecreasedaggression
rateseventhoughhismedicationwaschanged,anda
newRBTbeganwithhimaroundthesametime.This
scenarioexemplifiesaviolationofwhichABA
dimension?
A. Behavioral
B. Analytic
C. Technological
D. Effective |
|
Definition
|
|
Term
The analysis of the controlling variables (environmental
determinants) of the behavior of individual organisms to
establish the basic principles of behavior
A. Behaviorism
B. Radical Behaviorism
C. Translational Behavior Analysis
D. Experimental Analysis of Behavior |
|
Definition
D. EXPERIMENTAL ANALTSIS OF BEHAVIOR
Establishing basic principles of behavior
|
|
|
Term
The applied research focusing on developing new
procedures and experimentally validating them
A. Behaviorism
B. Applied Behavior Analysis
C. Translational Behavior Analysis
D. Conceptual Analysis of Behavior |
|
Definition
B. Applied Behavior Analysis
- New procedure and experimentaly valadating thems.
|
|
|
Term
An attempt to reconcile mentalism and behaviorism
A. Behaviorism
B. Radical Behaviorism
C. Methodological Behaviorism
D. Conceptual Analysis of Behavior |
|
Definition
C. Methodological Behaviorism |
|
|
Term
Philosophy underpinning the science and practice of
behavior analysis
A. Behaviorism
B. Radical Behaviorism
C. Methodological Behaviorism
D. Conceptual Analysis of Behavior |
|
Definition
|
|
Term
Cori has many social and academic deficits, but no problems with motor
skills. However, Cori’s family would like to include “pinching pierogi” as a
goal to work on. During discussions with the family, the behavior analyst
learns that making pierogi together is a frequent family activity which Cori
isn’t currently able to participate in. The behavior analysts adds “pinching
pierogi” to Cori’s program goals. Which dimension of ABA does this
exemplify?
A. Applied
B. Behavioral
C. Analytic
D. Technological
E. Conceptually Systematic
F. Effective
G. Generality |
|
Definition
|
|
Term
Sidney bites his hand 20 times per hour and 75% of his hands are
visibly bruised. An intervention lowers the rate of biting by half, but
visible bruises still cover 70% of Sidney’s hands. What dimension of
ABA has not yet been met?
A. Applied
B. Behavioral
C. Analytic
D. Technological
E. Conceptually Systematic
F. Effective
G. Generality |
|
Definition
|
|
Term
STACY’s psychoanalyst suggested she improve her “self-esteem” by
repeating affirmations every morning. A behavior analyst, also asked
to work on Stacey’s “self-esteem,” helps Stacey identify target
behaviors, such as attending social events, engaging in hobbies she
enjoys, and personal hygiene skills. The behavior analyst’s approach
exemplifies which dimension of ABA?
A. Applied
B. Behavioral
C. Analytic
D. Technological
E. Conceptually Systematic
F. Effective
G. Generality |
|
Definition
|
|
Term
MY CAT used to push everything off my dresser in the middle of the
night. My mom said this was because she was angry at me for not
playing with her enough during the day. I said the behavior was
maintained by the attention she received upon waking me up. My
explanation exemplifies which dimension of ABA?
A. Applied
B. Behavioral
C. Analytic
D. Technological
E. Conceptually Systematic
F. Effective
G. Generality |
|
Definition
E. Conceptually Systematic |
|
|
Term
Bob arranges several different schedules of
reinforcement, available to rats in operant chambers
(i.e., Skinner Boxes) in order to test some new ideas about
the Matching Law. Bob is engaged in:
A. EAB
B. ABA
C. ABA Practice
D. Conceptual Analysis of Behavior
E. Behavioral Technology |
|
Definition
|
|
Term
| Delilah develops a new procedure for decreasing a client’s cursing. The procedure seems to be very effective. In order to verify whether her procedure was the cause of the client’s improvement, Delilah temporarily withholds the procedure for a while and continues data collection on the target behavior. Delilah is engaged in: A. EAB B. ABA C. ABA Practice D. Conceptual Analysis of Behavior E. Behavioral Technology |
|
Definition
|
|
Term
A parent finds the book “The Power of Positive
Parenting,” on Amazon. She reads it and learns about
about using reinforcement with children. She uses those
techniques to improve her relationship with her own
child. This is:
A. EAB
B. ABA
C. ABA Practice
D. Conceptual Analysis of Behavior
E. Behavioral Technology |
|
Definition
E. BEHAVIORAL TECHNOLOGY
• The set of assessment and behavior change
procedures validated by ABA researchers
• May be used by ABA practitioners or othe |
|
|
Term
Jose believes that literature about concept of discriminative
stimuli is incomplete. He believes that adopting the term “SdP”
would benefit the discipline by allowing for more precise
discussions about the functions of discriminative stimuli. Jose
reviews the literature in this area, writes an article about his
findings and his proposed changes, and submits it to The
Behavior Analyst for publication. Jose is engaged in:
A. EAB
B. ABA
C. ABA Practice
D. Conceptual Analysis of Behavior
E. Behavioral Technology |
|
Definition
| D. Conceptual Analysis of Behavior |
|
|
Term
Following baseline, Christina introduces a token system
with one of her clients. She notes that following the
introduction of the token system, her client's problem
behavior did not decrease but instead increased. After
reviewing the data, Christina decides to remove the token
system and conduct another assessment before
introducing another intervention. This scenario is an
example of which dimension of ABA?
A. Applied
B. Behavioral
C.Analytic
D.Technological
E. Conceptually systematic
F. Effective
G.Generality |
|
Definition
|
|
Term
Jasmine doesn’t collect the data the behavior analyst
requests because her daughter’s tantrums are random.
This is indeterminism.
a. True
b. False |
|
Definition
|
|
Term
Which is determinism?
a. Lela took the second of two paths since it previously resulted
in a beautiful view.
b. Terry suddenly and without reason threw a wad of paper at his
classmate.
c. Lisa randomly snapped at her younger sister.
d. Conrad just decided to start jumping up and down. |
|
Definition
A. Lela took the second of two paths since it previously
resulted in a beautiful view |
|
|
Term
Which is not determinism?
a. The structure collapsed due to continued erosion.
b. Earthquakes occur randomly for seemingly no reason.
c. The hurricane strengthened as a result of increasing ocean
temperatures.
d. The gravitational pull of the Moon causes changes in tides. |
|
Definition
| b. Earthquakes occur randomly for seemingly no reason. |
|
|
Term
| Which is indeterminism? a. George’s student throws rocks and, while he’s unsure of why this occurs now, he’s sure if he watches and collects data that there is a pattern. b. Helen has not mastered counting, so her mother provides lots of praise and tickles when she counts a set correctly as this typically results in Helen’s skills improving. c. Frances is afraid of snakes and will run from a setting even if he sees a picture of one. His mom says this is because he was bitten by a snake as a toddler. d. Jasmine doesn’t collect the data the behavior analyst requests because her daughter’s tantrums are random. |
|
Definition
| D. Jasmine doesn’t collect the data the d. behavior analyst requests because her daughter’s tantrums are random |
|
|
Term
| Which domain ties together all other domains? a. Applied behavior analysis b. Conceptual analysis of behavior c. Translational behavior analysis d. Experimental analysis of behavior |
|
Definition
|
|
Term
| Which domain serves as the “bridge” between the domains? a. Applied behavior analysis b. Conceptual analysis of behavior c. Translational behavior analysis d. Experimental analysis of behavior |
|
Definition
| C. Translational Behavior |
|
|
Term
| Which domain serves as the “bridge” between the domains? a. Applied behavior analysis b. Conceptual analysis of behavior c. Translational behavior analysis d. Experimental analysis of behavior |
|
Definition
| C. Translational Behavior |
|
|
Term
| ❑The methodological underpinnings discussed define which domain of behavior analysis? a. Applied behavior analysis b. Translational behavior analysis c. Experimental analysis of behavior d. All of these |
|
Definition
|
|
Term
| Who established the idea of behaviorism? a. E. C. Tolman b. B. F. Skinner c. E. R. Guthrie d. John Watson e. Clark Hull |
|
Definition
|
|
Term
| Name the type of behaviorism that Skinner described: |
|
Definition
|
|
Term
❑ Why did Skinner use the term “radical” to describe this new philosophy of behaviorism?
a. To differentiate this type of behaviorism from the traditional behaviorism
b. To relate behaviorism back to the origin (behavior)
c. To indicate the extreme nature of this new philosophy |
|
Definition
| b. To relate behaviorism back to the origin (behavior) |
|
|
Term
❑Examines behavior, but explanations still rely on mental causes:
a. Methodological behaviorism
b. Radical behaviorism |
|
Definition
| A. Methodological Behaviorism |
|
|
Term
Philosophy of the science of behavior analysis:
a. Methodological behaviorism b. Radical behaviorism |
|
Definition
|
|
Term
| dentify the basic foundation for all of the domains of behavior analysis: a. Experimental analysis of behavior b. Applied behavior analysis c. ABA practice d. Radical behaviorism e. Conceptual analysis |
|
Definition
D. Radical Behaviorism
Radical behaviorism is the philosophy of behavior analysis and the basic foundation for all behavior analysis domains. Experimental analysis of behavior is our basic research in a controlled laboratory setting from which we derive the principles of behavior. Applied behavior analysis focuses on manipulating variables to determine functional relations between behavior and the environment in a natural setting. ABA practice is the application of the principles of behavior we learn from our basic and applied research. Conceptual analysis informs everything we do in the other domains of behavior analysis |
|
|
Term
| Identify the branch that informs the other three branches: a.. Experimental analysis of behavior, B.—applied behavior analysis, c. ABA practice d. Radical behaviorism, E. Conceptual analysis |
|
Definition
|
|
Term
| What separates radical behaviorism from other philosophies of behaviorism? |
|
Definition
| “The analysis of verbal behavior and inclusion of private events |
|
|
Term
| Explain the difference between ABA and ABA practice: |
|
Definition
| ABA is applied research focusing on validating procedures to effect behavior change of social significance. ABA practice is the application of the procedures demonstrated to be effective through ABA research” |
|
|
Term
❑Name the type of research method
used by Skinner: |
|
Definition
Inductive research method”
Skinner rejected the deductive research method of starting with a theory and testing it. He used inductive research by collecting data and forming a hypothesis from the data.
|
|
|
Term
Skinner collected data on his subjects by:
a. Scatterplot analysis
b. Using an operant chamber attached to a cumulative recorder
c. ABC data collection
d. Interval recording
e. Frequency recording |
|
Definition
| b. Using an operant chamber attached to a cumulative recorder |
|
|
Term
| ❑The type of data display produced by a cumulative recorder: a. Equal-interval line graph b. Bar graph c. Cumulative record d. Standard celeration chart |
|
Definition
|
|
Term
The basic datum used in EAB is:
a. Percent correct
b. Time sampling
c. Rate of response
d. Interval recording |
|
Definition
C.Rate of Response
Experimental analysis of behavior (EAB) uses rate of response as its basic datum. Rate of response is the number of occurrences over time. Percent correct or number of errors are not dimensional quantities and not used in EAB. Time sampling and interval recording are used in ABA, but not EAB. Both involve observing and recording occurrence or nonoccurrence of responses at different time intervals. |
|
|
Term
| The experimental design used in EAB: a. Within-subject comparison b. Statistical analysis c. Group designs d. Compare control and test group |
|
Definition
A. Within-Subject Comparison
EAB uses within-subject comparison of baseline and treatment conditions of a single subject as its experimental design. EAB does not use statistical analysis, or group designs comparing control and test groups as its experimental design. These are used in psychology and other social sciences. |
|
|
Term
| In EAB, data are measured by: a. Comparing pre- and post-test data b. Verbal reports of behavior c. Direct, repeated measurement of behavior d. ABC data recording |
|
Definition
| C. Direct, Repeated measurement of behavior |
|
|
Term
| ❑In EAB, data are analyzed using: a. Scatterplot analysis b. Statistical inference analysis c. Standard celeration chart d. Visual inference graphing e. Equal-interval line graph |
|
Definition
D. Visual Inference Graphing
Correct
EAB uses visual inference graphing to analyze data. The cumulative record displays the rate of responding in the slope of the line rather than the height. Scatterplot analysis may be useful in ABA as it displays time of day in which responses more likely occur. Statistical inference analysis makes assumptions about a group and is not used in behavior analysis. Standard celeration chart may also be used in ABA as it displays rate of a response changing over time. Equal-interval line graphs are most commonly used in ABA research and practice as they display frequency of responses per session, day, or other interval being observed
|
|
|
Term
The BCBA wants to determine if a classroom
token system will be effective. He measures
percent compliance to tasks in two
classrooms. He implements the token
system in one class but not the other, and
then measures percent compliance again,
and compares results. Is this an example of
EAB?
a. Yes
b. No |
|
Definition
B. No
EAB involves direct, repeated measurements of rate of response using within-subject comparison as its experimental design and using a visual display to analyze data. This scenario is not an example of EAB. The BCBA is measuring percent compliance to tasks—which is not a dimensional quantity—while comparing responding of two groups of individuals before and after the intervention. EAB does not use percent correct as measurement and does not compare groups of pre- and post-test data. |
|
|
Term
| ❑ The behavior analyst teaches a pigeon to ring a bell for food. He takes baseline data measuring rate of responding and compares to rate of responding after intervention. He displays the data on a graph to analyze results. Is this an example of EAB? a. Yes b. No |
|
Definition
A. Yes
This scenario is an example of EAB. The behavior analyst is recording rate of responding taking baseline data of a single subject, comparing baseline to intervention data. He then analyzes the data using a visual inference graph. |
|
|
Term
| ❑Which branch of behavior analysis discovered the basic principles of behavior? a. Applied behavior analysis b. Experimental analysis of behavior c. Conceptual analysis d. ABA practice |
|
Definition
B. Experimental Analysis of Behavior
Experimental analysis of behavior (EAB) is our basic research and the branch of behavior analysis from which we derived our basic principles of behavior. Applied behavior analysis (ABA) is our applied research which systematically manipulates variables to determine the functional relation between the environment and socially significant behaviors. ABA practice implements procedures devised from our basic and applied research in a real-life setting. Conceptual analysis informs and brings together the other branches of behavior analysis. |
|
|
Term
| Uses direct, repeated measurement of rate of responding in a laboratory setting: a. ABA b. EAB c. Conceptual analysis |
|
Definition
|
|
Term
| ❑Uses systematic manipulations to determine the functional relation between behavior and the environment in a natural setting: a. ABA b. EAB c. Conceptual analysis |
|
Definition
|
|
Term
| Behavior selected to observe is based on social significance rather than ease of measurement: a. ABA b. EAB c. Conceptual analysis |
|
Definition
| A. ABA social significance |
|
|
Term
| ❑If a behavior analyst uses an experimental design to demonstrate a functional relation, that behavior analyst is doing EAB. a. True b. False |
|
Definition
|
|
Term
Which of the following is an example of
ABA?
a. Measuring rate of a pigeon pecking
a button
b. Measuring rate of a child’s hand
biting behavior
c. Recording average time it takes for
students to respond to a fire alarm |
|
Definition
B. Measuring Rate of child hand biting behavior
ABA measures behavior for change in a natural setting that is socially significant to the individual. This could be to increase or decrease an existing behavior or to teach a new behavior. Measuring the rate of a child’s hand biting behavior would be a behavior targeted for change in ABA, as it is important to decrease self-injury. Measuring the rate of a pigeon pecking a button is not ABA as it is not socially significant and not in a natural setting. Recording the average time it takes students to respond to a fire alarm is group percentage data. ABA does not compare and contrast group data, and percentage is not a dimensional quantity.
|
|
|
Term
| Which of the following is an example of EAB? a. Reinforcing a rat’s lever pressing on an FR3 schedule b. Teaching a child to circle his moods on a feelings chart c. Measuring average weight of a group of pigeons |
|
Definition
A. Reinforcing a rat’s lever pressing on an FR3 schedule.
EAB measures rate of responding using within-subject comparisons in a controlled laboratory setting to determine principles of behavior. Reinforcing a rat’s lever pressing is an example of measuring rate of responding in a laboratory setting evaluating principles of behavior (reinforcement schedule). Teaching a child to circle his moods on a feelings chart is not EAB as it is neither measuring behavior nor in a laboratory setting. Measuring average weight of a group of pigeons involves evaluating group data and is not the within-subject comparison used in EAB |
|
|
Term
| In this area of practice, the behavior analyst works with individuals with medical diagnoses to address behaviors related to health and fitness: a. Clinical application of behavior analysis b. Behavioral medicine c. Educational behavior analysis |
|
Definition
B. Behavioral Medicine
In behavioral medicine, the behavior analyst works with individuals who have
a medical diagnosis and require behavioral interventions to comply with medical protocols. This can be preventative skills training as well as compliance with medications and medical procedures. In this example, working with behaviors related to health and fitness is an intervention in behavioral medicine. Clinical application of behavior analysis involves providing behavioral services for many problem behaviors and skills training in settings including the individuals home, work, school, and community. Educational behavior analysts provide materials and techniques for teachers in the classroom to increase effective instruction |
|
|
Term
| In this area of practice, the behavior analyst provides services in a variety of settings to address problem behaviors and skill deficits: a. Clinical application of behavior analysis b. Behavioral medicine c. Educational behavior analysis |
|
Definition
A. Clinical Application of Behavior Analysis
This describes clinical behavior analysis. Clinical application of behavior analysis involves providing behavioral services for many problem behaviors, and skills training in settings including the individual’s home, work, school, and community. In behavioral medicine, the behavior analyst works with individuals who have a medical diagnosis and require behavioral interventions to comply with medical protocols. Educational behavior analysts provide materials and techniques for teachers in the classroom to increase effective instruction |
|
|
Term
| In this area of practice, the behavior analyst develops instructional materials and techniques used by teachers: a. Clinical application of behavior analysis b. Behavioral medicine c. Educational behavior analysis |
|
Definition
| C. Educational Behavior Analysis |
|
|
Term
| Which is an example of a behavior analyst using educational behavior analysis: a. Assessing employee use of safety helmets on construction site b. Using precision teaching during a reading lesson c. Measuring frequency of student task avoidance in the classroom d. Training a young adult how to make his own doctor appointments |
|
Definition
| B. Using Precision Teaching during a reading Leasson |
|
|
Term
| Which is an example of a behavior analyst using behavioral medicine: a. Teaching a person with diabetes to test glucose levels b. Training staff how to use least-to-most prompting c. Reinforcing employees for completing reports on time d. Teacher asking students to respond to questions throughout the lecture |
|
Definition
| A. Teaching a person with diabetes to test glucose levels. |
|
|
Term
| ❑ Which is an example of a behavior analyst using organizational behavior management: a. Teaching a lesson on the rainforest using direct instruction b. Teaching teenagers about healthy food choices c. Assessing staff performance by measuring rate of task completion d. Training a young adult how to pack his own lunch |
|
Definition
| c. Assessing staff performance by measuring rate of task completion |
|
|
Term
| Name the title, authors, and year of the article that defines ABA and the seven dimensions. |
|
Definition
| Some Current Dimensions of Applied Behavior Analysis by Baer, Wolf, & Risley, 1968” |
|
|
Term
| ❑ Which would be the most applied target for a 5-year-old with minimal vocal speech, who does not dress themselves, and engages in odd hand movements? a. Increase labeling colors b. Decrease odd hand movements c. Increase independent requests d. Match the appropriate clothing to the weather |
|
Definition
C. Increase Independent Requests
In this scenario, the most applied target for the 5-year-old with minimal vocal speech and who does not dress themselves would be to increase independent requests. Selecting an increase in labeling of colors would not be beneficial unless the individual is already requesting clothing items independently and needs to increase the specificity of their requests. Decreasing “odd” hand movements would only be socially significant (i.e., applied) if these movements were somehow detrimental to the wellbeing of the individual and decreasing their frequency or duration would make significant improvements in their lives. Matching the appropriate clothing to the weather is similar to the example of The Case of Ricky and the Seasonal Fashions—it would not be an appropriate applied goal for the 5-year-old who cannot dress themselves |
|
|
Term
| A BCBA measures the number of alcoholic beverages consumed by an adult in the one-hour period before they go to bed. This is applied but not behavioral. a. True b. False |
|
Definition
Fslse
This scenario would fall under the behavioral dimension as well because the BCBA is actively measuring a directly observable behavior in a real-world setting. |
|
|
Term
| Zoe gathers information to determine with which staff member a client engages in higher rates of problem behavior. She gathers data on rate per hour for three consecutive days. She keeps the environment the same, and only changes the staff member. She identifies higher rates with one particular staff member. Arranging for different conditions is related to which dimension? a. Applied b. Behavioral c. Analytic |
|
Definition
C. Analytic
In this scenario arranging for different conditions would relate to the analytic dimension. Zoe is systematically manipulating the environment and comparing differences in responding under different manipulations. The applied dimension refers to targeting socially significant goals and the behavioral dimension refers to targeting actual behaviors that can be directly observed. Neither is related to arranging different environmental conditions |
|
|
Term
| ❑ Holly notes that her supervisee’s problem behavior—arriving late to morning meetings—has been improving lately. She takes baseline data to see if the trend will continue without intervention. This best describes which dimension of ABA? a. Effective b. Conceptually systematic |
|
Definition
b. Conceptually systematic
This scenario describes the conceptually systematic dimension because Holly is applying the principle of behavioral momentum to determine whether her supervisee's problem behavior will continue to improve. She also describes arriving late to morning meetings as problem behavior |
|
|
Term
| When Holly’s supervisee begins to arrive late again, Holly reviews OBM literature to identify an approach to feedback to change the behavior. She implements a strategy and sees timeliness increase to arriving on time each week. This best describes which dimension of ABA? a. Effective b. Conceptually systematic c. Technological |
|
Definition
|
|
Term
A consultant is working with a cleaning agency to improve adherence to cleaning protocols when entering environments where an illness recently passed. Which dimension of ABA is best depicted in this scenario?
a. Generality
b. Behavioral
c. Applied
d. Analytic |
|
Definition
|
|
Term
❑ Rory is a BCBA-D who works with a group of adolescents at a residential facility. He has taught the group various vocational skills, such as cleaning, organizing kitchen items, and maintaining the outside. He then helps each adolescent find employment using these skills weekly. Which dimension of ABA is best depicted in this scenario?
a. Technological
b. Conceptually systematic
c. Generality
d. Effective |
|
Definition
|
|
Term
A district behavior analyst is teaching school psychologists how to conduct functional behavior assessments. The analyst writes out the entire FBA process, including indirect assessments and functional analysis. The analyst reviews the process with all team members to ensure everyone is contacting the same information. Which dimension of ABA is best depicted in this scenario?
a. Effective
b. Generality
c. Behavioral
d. Technological |
|
Definition
D. Technological
In this scenario the behavior analyst provided specific information on the functional behavior assessment (FBA) process to the school psychologists. This best describes the technological dimension. The behavior analyst made sure that the procedure was precise and ensured that each school psychologist was contacting the same information. The effective dimension would not be the best to describe this scenario because there is no mention of how the behavior analyst identified what procedures to use or whether they regularly collect data on the procedure. The generality dimension does not apply to this scenario as the skill being taught has not been attempted in a variety of settings, behaviors, or across time. There is no mention of observable behaviors apart from assessments, so the behavioral dimension would not be the best to depict this scenario. |
|
|
Term
| Based on the ABC data collected, Helena suspects her client’s target behavior is maintained by attention. To determine function, she runs a functional analysis with four conditions (attention, play, escape, tangible). Helena develops a behavior plan for the client’s target behavior based on the graphed functional analysis results. This is an example of which dimension of ABA? a. Effective b. Applied c. Analytic d. Technological |
|
Definition
|
|
Term
| Gilbert provides clinic-based ABA services to a 5- year-old who engages in frequent skin-picking that often draws blood. The client’s parents are very concerned about their son performing at gradelevel, so Gilbert develops a program to first target teaching him letters, colors, writing his name, and pre-reading skills. This is a violation of which dimension of ABA? a. Behavioral b. Technological c. Applied d. Conceptually systematic |
|
Definition
|
|
Term
| q Peter is a very picky eater that often tantrums at the dinner table if he does not like the food, or if the items on his plate touch each other. Generally, his parents then allow him to leave and go play. The BCBA implements a procedure where following his tantrums, Peter is taken to a “calm down” spot and made to sit until he is calm for 30 seconds, then taken back to the table. This is a violation of which dimension of ABA? a. Conceptually Systematic b. Applied c. Analytic d. Behavioral |
|
Definition
A. Conceptually Systematic
This scenario is a vioA.lation of the conceptually systematic dimension because the BCBA failed to apply principles of behavior when deciding which procedure to implement. Remember that the seven dimensions of applied behavior analysis (ABA) were introduced by Baer et al. (1968) as the characteristics that make the behavior-analytic approach to assessment, intervention, and evaluation unique. The seven dimensions are: 1) applied; 2) behavioral; 3) analytic; 4) technological; 5) conceptually systematic; 6) effective; and 7) generality. The conceptually systematic dimension states that procedures in ABA should relate to the basic principles of behavior and that these procedures can be described in terms of these basic principles. In other words, the conceptually systematic dimension focuses on explaining observable behavior using basic principles of behavior analysis. Since the BCBA failed to consider that the target behavior was maintained by escape and then implemented an escape contingency, this example is a violation of the conceptually systematic dimension. The applied dimension focuses on the implementation of basic principles to change socially significant behaviors in individuals receiving services. Common examples are focusing on language acquisition, improving communication skills, improving academic performance, learning skills for daily living, and reducing behaviors that harm the client and others. If the behavior analyst failed to focus primarily on behaviors of social significance and instead focused on behaviors that were not relevant to the client, then this would more closely resemble a violation of the applied dimension. The analytic dimension states that ABA seeks to identify functional relationships between behavior change and the environment through systematic and controlled manipulation. In other words, the analytic dimension identifies functional behavior-environmental relations by altering environmental variables and controlling extraneous variables in a systematic fashion. If the scenario had presented a behavior analyst that failed to manipulate environmental variables when identifying a possible behavior-environment relation, then this would more closely resemble a violation of the analytic dimension. |
|
|
Term
| The BCBA requests that Rene’s parents do not give him any snacks before his session. He explains that goldfish crackers were identified in an assessment as Rene’s strongest reinforcer, and if he comes to session with a full stomach, he will be less motivated to earn goldfish crackers. This is an example of which dimension of ABA? a. Analytic b. Conceptually systematic c. Effective d. Technological |
|
Definition
B. Conceptually Systematic
This scenario is an example of the conceptually systematic dimension of ABA because the BCBA was aware of possible satiation for goldfish crackers and relied on behavior principles to ask the parents to withhold snacks before their session. Remember that the seven dimensions of applied behavior analysis (ABA) were introduced by Baer et al. (1968) as the characteristics that make the behavior-analytic approach to assessment, intervention, and evaluation unique. The seven dimensions are: 1) applied; 2) behavioral; 3) analytic; 4) technological; 5) conceptually systematic; 6) effective; and 7) generality. The conceptually systematic dimension states that procedures in ABA should relate to the basic principles of behavior and that these procedures can be described in terms of these basic principles. In other words, the conceptually systematic dimension focuses on explaining observable behavior using basic principles of behavior analysis. Since the BCBA explained that the client may become satiated from consuming goldfish crackers and they are ranked as a highly preferred item, this is an example of the conceptually systematic dimension. The analytic dimension states that ABA seeks to identify functional relationships between behavior change and the environment through systematic and controlled manipulation. In other words, the analytic dimension identifies functional behavior-environmental relations by altering environmental variables and controlling extraneous variables in a systematic fashion. If the behavior analyst was making environmental manipulations in a controlled and systematic fashion, this would more closely resemble an example of the analytic dimension. The technological dimension of ABA states that behavior-analytic procedures are completely identified, precisely described, and precisely defined. This allows for the replication of procedures as described and for the evaluation of interobserver agreement and procedural integrity. If the scenario had presented a behavior analyst that described an intervention with enough detail such that another practitioner is able to replicate the experiment and yield similar results, this would more closely resemble an example of the technological dimension. The effective dimension states that ABA is an accountable discipline that makes decisions to implement or change procedures based on data. Plans for treatment protocols are revised based on data and, if a particular protocol is not effective, it is revised until the desired effect is achieved. If the scenario presented a behavior analyst making a data-driven decision, this would more closely res.emble an example of the effective dimension
|
|
|
Term
Which step would typically occur immediately before implementing a new behavior plan?
a. Plan development
b. Plan revision
c. Training
d. Assessment |
|
Definition
|
|
Term
| Remy takes data on his behavior plan and notes that, even though the plan is implemented correctly, it is not producing any impact on his client’s behavior. Which step should occur next for Remy? a. Plan development b. Plan revision c. Training d. Assessmen |
|
Definition
|
|
