BCBA EXAM BUNDLE 2026 COMPREHENSIVE
EXAM SCRIPT SOLVED QUESTIONS ACCURATE
A+
◉ C. Answer: You find that one of your clients has a substantial anxiety
reaction to being in the lunchroom. You posit that there is some kind of
respondent conditioning process that has caused this, and you wish to try
respondent extinction. This would involve
a. Social extinction - ignore the child when he becomes anxious
b. Escape extinction - do not let the child escape from the lunchroom
c. Have the child frequently enter the lunchroom without any
"traumatic" events occurring.
d. Have the child perform a task while in the lunchroom.
◉ B. Answer: The philosophy of determinism, as applied to the analysis
of behavior, assumes that behavior is:
a. subject to random occurrences.
b. caused by some event or combination of events.
c. a cause of other events.
d. determined by the will of the person.
◉ B. Answer: You take an initial baseline on "in seat" behavior. You
then implement a token economy in which in seat behavior is reinforced
,with tokens. Your treatment team decides to demonstrate the efficacy of
the token system, and recommends an A-B-C-B reversal design. Which
of the following is an example of such a design?
a. In the 3rd phase, stop implementing the token system
b. In the 3rd phase, present tokens for out of seat behavior
c. Present the tokens for in seat behavior in another setting
d. Implement a schedule of less frequent tokens in phase 3
◉ A. Answer: You are talking with a staff member about a client's
behavior, and that staff tells you that the client exhibited a tantrum the
other day. You wish to set up a program, but you feel that you will need
consent to do it. What are the three elements needed?
a. capacity, informed, voluntariness
b. informed, voluntariness, older than 18 years old
c. no coercion, cost/benefits, approval
d. informed, approval, legal age
◉ B. Answer: Describe how a DRI schedule might be used to decrease
the frequency of walking around and bothering other workers at the
work site.
a. Have the person earn a reinforcer contingent on the absence of
bothering others
b. Provide a reinforcer contingent on working diligently and quietly at
his seat
,c. Move his seat away from others and make it somewhat "isolated."
d. Reinforce appropriate asking to visit others
◉ C. Answer: You are having trouble getting Kenny on the van.
Apparently, the action is effortful, as he has to climb up the stairs, which
gives him trouble. In fact, he has actually given up even trying. Using
behavioral momentum, how can this be treated?
a. Provide a reinforcer for getting on the van.
b. Prompt him briskly down the hall, and release him right before he
reaches the steps of the van. Then fade the release point backwards.
c. Give a reinforcer for some low effort actions then give the direction to
"get on the van."
d. Give small reinforcers for just looking at the van, then slowly increase
the size of the reinforcer as he begins getting up to walk toward the van.
◉ B. Answer: You are working with a client who finds physical touch to
be aversive. When the person is off task, the program calls for you to
give a warning by counting to "10"; at that point, you gently touch him if
he has not back on task. The touch remains until he returns to task.
Please note that being touched is aversive for this particular individual.
If the person gets back on task during the counting, this is an example
of:
a. Escape
b. Avoidance
c. Positive reinforcement
, d. Stimulus fading
◉ A. Answer: You are working with a client who finds physical touch to
be aversive. When the person is off task, the program calls for you to
give a warning by counting to "10"; at that point, you gently touch him if
he has not back on task. The touch remains until he returns to task.
Please note that being touched is aversive for this particular individual.
If the person gets back on task when he is touched, this is an example of:
a. Escape
b. Avoidance
c. Positive reinforcement
d. Negative punishment
◉ C. Answer: Which of the following is NOT a characteristic of
effective punishment?
a. FR1
b. Unpaired with reinforcement
c. Slowly increasing the intensity of the punisher over time
d. Ensure alternative ways of obtaining the reinforcer
◉ D. Answer: A child is having a tantrum in your classroom. You
believe that the tantrum is occurring for your attention. You therefore
ignore the tantrum until it ceases while continuing daily activities. You
note that the tantrums decrease over time. This is an example of:
EXAM SCRIPT SOLVED QUESTIONS ACCURATE
A+
◉ C. Answer: You find that one of your clients has a substantial anxiety
reaction to being in the lunchroom. You posit that there is some kind of
respondent conditioning process that has caused this, and you wish to try
respondent extinction. This would involve
a. Social extinction - ignore the child when he becomes anxious
b. Escape extinction - do not let the child escape from the lunchroom
c. Have the child frequently enter the lunchroom without any
"traumatic" events occurring.
d. Have the child perform a task while in the lunchroom.
◉ B. Answer: The philosophy of determinism, as applied to the analysis
of behavior, assumes that behavior is:
a. subject to random occurrences.
b. caused by some event or combination of events.
c. a cause of other events.
d. determined by the will of the person.
◉ B. Answer: You take an initial baseline on "in seat" behavior. You
then implement a token economy in which in seat behavior is reinforced
,with tokens. Your treatment team decides to demonstrate the efficacy of
the token system, and recommends an A-B-C-B reversal design. Which
of the following is an example of such a design?
a. In the 3rd phase, stop implementing the token system
b. In the 3rd phase, present tokens for out of seat behavior
c. Present the tokens for in seat behavior in another setting
d. Implement a schedule of less frequent tokens in phase 3
◉ A. Answer: You are talking with a staff member about a client's
behavior, and that staff tells you that the client exhibited a tantrum the
other day. You wish to set up a program, but you feel that you will need
consent to do it. What are the three elements needed?
a. capacity, informed, voluntariness
b. informed, voluntariness, older than 18 years old
c. no coercion, cost/benefits, approval
d. informed, approval, legal age
◉ B. Answer: Describe how a DRI schedule might be used to decrease
the frequency of walking around and bothering other workers at the
work site.
a. Have the person earn a reinforcer contingent on the absence of
bothering others
b. Provide a reinforcer contingent on working diligently and quietly at
his seat
,c. Move his seat away from others and make it somewhat "isolated."
d. Reinforce appropriate asking to visit others
◉ C. Answer: You are having trouble getting Kenny on the van.
Apparently, the action is effortful, as he has to climb up the stairs, which
gives him trouble. In fact, he has actually given up even trying. Using
behavioral momentum, how can this be treated?
a. Provide a reinforcer for getting on the van.
b. Prompt him briskly down the hall, and release him right before he
reaches the steps of the van. Then fade the release point backwards.
c. Give a reinforcer for some low effort actions then give the direction to
"get on the van."
d. Give small reinforcers for just looking at the van, then slowly increase
the size of the reinforcer as he begins getting up to walk toward the van.
◉ B. Answer: You are working with a client who finds physical touch to
be aversive. When the person is off task, the program calls for you to
give a warning by counting to "10"; at that point, you gently touch him if
he has not back on task. The touch remains until he returns to task.
Please note that being touched is aversive for this particular individual.
If the person gets back on task during the counting, this is an example
of:
a. Escape
b. Avoidance
c. Positive reinforcement
, d. Stimulus fading
◉ A. Answer: You are working with a client who finds physical touch to
be aversive. When the person is off task, the program calls for you to
give a warning by counting to "10"; at that point, you gently touch him if
he has not back on task. The touch remains until he returns to task.
Please note that being touched is aversive for this particular individual.
If the person gets back on task when he is touched, this is an example of:
a. Escape
b. Avoidance
c. Positive reinforcement
d. Negative punishment
◉ C. Answer: Which of the following is NOT a characteristic of
effective punishment?
a. FR1
b. Unpaired with reinforcement
c. Slowly increasing the intensity of the punisher over time
d. Ensure alternative ways of obtaining the reinforcer
◉ D. Answer: A child is having a tantrum in your classroom. You
believe that the tantrum is occurring for your attention. You therefore
ignore the tantrum until it ceases while continuing daily activities. You
note that the tantrums decrease over time. This is an example of:
