BOARD CERTIFIED BEHAVIOR ANALYST
(BCBA) EXAM STUDY | COMPLETE STUDY
GUIDE & PRACTICE QUESTIONS
| GRADED A+ | GUARANTEED SUCCESS
Updated 2026 Questions and Answers
100% Verified Exam Prep
,Importance of generalization Most students with autism and severe disabilities have difficulty generalizing
the skills they learn.
An effective teacher has students perform targeted skills in different settings
and with different instructors, cues, and materials before concluding with
confidence that the student has acquired and generalized a skill.
Adulthood is expressed through self-sufficiency.
Generalization The occurrence of relevant behavior under different conditions without the
scheduling of the same events in those conditions as had been scheduled in
the training conditions.
Stimulus generality The extent to which performance of the target behavior is improved in
environments different than the original training environment
,Response generality The extent to which the learner performs a variety of functional responses in
addition to the trained response
Maintenance The extent to which the learner continues to perform the target behavior after
a portion or all of the intervention has been terminated
Generalization across participants The changes in behavior of untreated persons as a function of the treatment
contingencies that are applied to the client
Techniques for programming the generality of behavior Introduce to natural reinforcement contingencies
change Train sufficient exemplars
Train loosely
Use indiscriminable contingencies
Program common stimuli
Mediate generalization
Train to "generalize"
Introduce to natural reinforcement contingencies Transfer control from trainer to stable, natural contingencies
Accomplished by choosing behaviors to teach that will meet maintaining
reinforcement contingencies after training.
Train loosely Training is conducted with relatively little control over the stimuli presented
and the correct responses allowed, so as to maximize sampling to relevant
dimensions or transfer to other situation and other forms of the behavior
, Use indiscriminable contingencies Use variable reinforcement schedules
Delay reinforcement
Hide
Continuous reinforcement Used to teach new skills
Use until the data show stable responding for several days
Intermittent reinforcement Used to sustain/maintain intervention effects
Used after stable responding has been achieved
Can use a variable schedule to systematically fade reinforcement from
continuous to intermittent
(BCBA) EXAM STUDY | COMPLETE STUDY
GUIDE & PRACTICE QUESTIONS
| GRADED A+ | GUARANTEED SUCCESS
Updated 2026 Questions and Answers
100% Verified Exam Prep
,Importance of generalization Most students with autism and severe disabilities have difficulty generalizing
the skills they learn.
An effective teacher has students perform targeted skills in different settings
and with different instructors, cues, and materials before concluding with
confidence that the student has acquired and generalized a skill.
Adulthood is expressed through self-sufficiency.
Generalization The occurrence of relevant behavior under different conditions without the
scheduling of the same events in those conditions as had been scheduled in
the training conditions.
Stimulus generality The extent to which performance of the target behavior is improved in
environments different than the original training environment
,Response generality The extent to which the learner performs a variety of functional responses in
addition to the trained response
Maintenance The extent to which the learner continues to perform the target behavior after
a portion or all of the intervention has been terminated
Generalization across participants The changes in behavior of untreated persons as a function of the treatment
contingencies that are applied to the client
Techniques for programming the generality of behavior Introduce to natural reinforcement contingencies
change Train sufficient exemplars
Train loosely
Use indiscriminable contingencies
Program common stimuli
Mediate generalization
Train to "generalize"
Introduce to natural reinforcement contingencies Transfer control from trainer to stable, natural contingencies
Accomplished by choosing behaviors to teach that will meet maintaining
reinforcement contingencies after training.
Train loosely Training is conducted with relatively little control over the stimuli presented
and the correct responses allowed, so as to maximize sampling to relevant
dimensions or transfer to other situation and other forms of the behavior
, Use indiscriminable contingencies Use variable reinforcement schedules
Delay reinforcement
Hide
Continuous reinforcement Used to teach new skills
Use until the data show stable responding for several days
Intermittent reinforcement Used to sustain/maintain intervention effects
Used after stable responding has been achieved
Can use a variable schedule to systematically fade reinforcement from
continuous to intermittent
