Certified Brain Injury Specialist Exam (CBIS) Exam Guide - Part I
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1. What is pseudob- neurologic condition in which people are prone to sudden, unexpected, inexplic-
ulbar affect able, and often inordinate episodes of crying or laughing
2. What factors in- site and severity of damage; pre-injury characteristics of personality, intelligence,
fluence the type and learning style, and the current environment
and extent of be-
havioral difficul-
ties an individ-
ual may demon-
strate after brain
injury?
3. What is episode of agitation that may occur as an individual emerges from coma that is
coma-emergent usually brief, lasting less than 10 days in duration
agitation? How
long does it last?
4. What is interventions focused on learning; not indicated for individuals emerging from
conse- coma and demonstrating agitation or confusion
quence-based
programming?
5. What is often the through environmental management, where the focus is on offering a quiet, orga-
safest and most nized, and structured environment with limited and carefully managed stimulation
efficient tech-
nique for dealing
with agitation in
a behavior-based
manner?
6. What is the Sta- Is a construct which is useful when identifying treatment priorities and establish-
bility Triangle? ing the treatment plan; contains the following: establish medical stability, promote
behavior stability, and develop a stable activity plan
, Certified Brain Injury Specialist Exam (CBIS) Exam Guide - Part I
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7. What is applied the science of prediction and change of socially significant behaviors
behavior analy-
sis?
8. What is behav- anything an individual does that can be measured, NOT necessarily yelling/hit-
ior? ting/spitting/etc.
9. What is the goal to discover variables that reliably influence behavior to either predict behavior
of applied behav- change or promote behavior change
ior analysis?
10. What are indi- interviews, checklists, may be reviewed with caregivers, family members, and the
rect methods of individual themselves; can be subject to bias d/t self-reporting
behavior assess-
ment?
11. What are di- direct observations of an individual, either in a naturally-occurring situation or one
rect methods of in which specific variables have been controlled or manipulated for assessment
behavior assess- purposes
ment?
12. What is Function- methods of direct observation within the field of behavior analysis conducted by
al Analysis/Func- BCBA to pinpoint the potential function or purpose of a behavior via experimental
tional Assess- manipulation
ment
13. What is a func- a behavior that serves the same function as the target behavior but is safer or
tionally equiva- more appropriate and thus more useful for the individual (e.g., instead of yelling
lent alternative? resulting in d/c of a non-preferred task, request a break)
14. What is an opera- a definition that outlines what exactly will be counted as an occurrence or episode
tional definition? of the behavior; must be observable and measurable, and the definition must be
, Certified Brain Injury Specialist Exam (CBIS) Exam Guide - Part I
Study online at https://quizlet.com/_imtuzy
specific enough such that multiple observers can agree upon what would count
as an occurrence
15. What are two di- topography (what the behavior looks like physically) and intensity (describing the
mensions of a be- measure of force)
havior that will
be important to
take into ac-
count when de-
veloping an op-
erational defini-
tion?
16. What are five frequency, rate, duration, latency, and % correct
variables of inter-
est when mea-
suring behavior?
17. What is the establishing operation; discriminative stimulus; response/behavior; consequence
four-term contin-
gency within the
field of behavior
analysis?
18. What is A-B-C A=antecedent, B=behavior/response, C=consequence
analysis?
19. What is positive adding something makes a response more likely to occur in the future (e.g., if you
reinforcement? do your chores, I'll give you $5)
20. What is negative taking away something makes a response more likely to occur in the future (e.g.,
reinforcement? if you do your HW, you can skip chores tonight)
, Certified Brain Injury Specialist Exam (CBIS) Exam Guide - Part I
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21. What is positive adding something to make a response less likely in the future (e.g., if you hit your
punishment? sister, you have to do the chores)
22. What is negative taking something away to make a response less likely in the future (e.g., if you hit
punishment? your sister, you can't play Xbox)
23. What are 3 kinds extinction (decline in previously reinforced response d/t no more consequence),
of schedules of continuous (response always produces reinforcer), and intermittent (response
reinforcement? sometimes produces a reinforcer)
24. What are conse- systematic intervention wherein the target behavior is followed by a specific kind
quence-based in- of consequences, which depends on whether the behavior is targeted for increase
terventions? or decrease
25. What is a task a list of very specific steps involved in completing a task; can be used to break
analysis? down larger tasks into smaller component steps
26. What is a shaping reinforcing actions that loosely resemble the target behavior and are more easily
technique? displayed by an individual (successive approximations)
27. What is fading? the process by which one learns to produce the same response under gradually
changing conditions
28. What is general- when one begins to respond similarly to different stimuli or situations in which
ization? they have not been trained
29. What is discrimi- when an individual responds differently to similar stimuli
nation?
30. What are some personal space, body posture and motion, facial expression and gaze, and tone,
examples of par- volume and cadence of speech
averbal behav-
ior?
Study online at https://quizlet.com/_imtuzy
1. What is pseudob- neurologic condition in which people are prone to sudden, unexpected, inexplic-
ulbar affect able, and often inordinate episodes of crying or laughing
2. What factors in- site and severity of damage; pre-injury characteristics of personality, intelligence,
fluence the type and learning style, and the current environment
and extent of be-
havioral difficul-
ties an individ-
ual may demon-
strate after brain
injury?
3. What is episode of agitation that may occur as an individual emerges from coma that is
coma-emergent usually brief, lasting less than 10 days in duration
agitation? How
long does it last?
4. What is interventions focused on learning; not indicated for individuals emerging from
conse- coma and demonstrating agitation or confusion
quence-based
programming?
5. What is often the through environmental management, where the focus is on offering a quiet, orga-
safest and most nized, and structured environment with limited and carefully managed stimulation
efficient tech-
nique for dealing
with agitation in
a behavior-based
manner?
6. What is the Sta- Is a construct which is useful when identifying treatment priorities and establish-
bility Triangle? ing the treatment plan; contains the following: establish medical stability, promote
behavior stability, and develop a stable activity plan
, Certified Brain Injury Specialist Exam (CBIS) Exam Guide - Part I
Study online at https://quizlet.com/_imtuzy
7. What is applied the science of prediction and change of socially significant behaviors
behavior analy-
sis?
8. What is behav- anything an individual does that can be measured, NOT necessarily yelling/hit-
ior? ting/spitting/etc.
9. What is the goal to discover variables that reliably influence behavior to either predict behavior
of applied behav- change or promote behavior change
ior analysis?
10. What are indi- interviews, checklists, may be reviewed with caregivers, family members, and the
rect methods of individual themselves; can be subject to bias d/t self-reporting
behavior assess-
ment?
11. What are di- direct observations of an individual, either in a naturally-occurring situation or one
rect methods of in which specific variables have been controlled or manipulated for assessment
behavior assess- purposes
ment?
12. What is Function- methods of direct observation within the field of behavior analysis conducted by
al Analysis/Func- BCBA to pinpoint the potential function or purpose of a behavior via experimental
tional Assess- manipulation
ment
13. What is a func- a behavior that serves the same function as the target behavior but is safer or
tionally equiva- more appropriate and thus more useful for the individual (e.g., instead of yelling
lent alternative? resulting in d/c of a non-preferred task, request a break)
14. What is an opera- a definition that outlines what exactly will be counted as an occurrence or episode
tional definition? of the behavior; must be observable and measurable, and the definition must be
, Certified Brain Injury Specialist Exam (CBIS) Exam Guide - Part I
Study online at https://quizlet.com/_imtuzy
specific enough such that multiple observers can agree upon what would count
as an occurrence
15. What are two di- topography (what the behavior looks like physically) and intensity (describing the
mensions of a be- measure of force)
havior that will
be important to
take into ac-
count when de-
veloping an op-
erational defini-
tion?
16. What are five frequency, rate, duration, latency, and % correct
variables of inter-
est when mea-
suring behavior?
17. What is the establishing operation; discriminative stimulus; response/behavior; consequence
four-term contin-
gency within the
field of behavior
analysis?
18. What is A-B-C A=antecedent, B=behavior/response, C=consequence
analysis?
19. What is positive adding something makes a response more likely to occur in the future (e.g., if you
reinforcement? do your chores, I'll give you $5)
20. What is negative taking away something makes a response more likely to occur in the future (e.g.,
reinforcement? if you do your HW, you can skip chores tonight)
, Certified Brain Injury Specialist Exam (CBIS) Exam Guide - Part I
Study online at https://quizlet.com/_imtuzy
21. What is positive adding something to make a response less likely in the future (e.g., if you hit your
punishment? sister, you have to do the chores)
22. What is negative taking something away to make a response less likely in the future (e.g., if you hit
punishment? your sister, you can't play Xbox)
23. What are 3 kinds extinction (decline in previously reinforced response d/t no more consequence),
of schedules of continuous (response always produces reinforcer), and intermittent (response
reinforcement? sometimes produces a reinforcer)
24. What are conse- systematic intervention wherein the target behavior is followed by a specific kind
quence-based in- of consequences, which depends on whether the behavior is targeted for increase
terventions? or decrease
25. What is a task a list of very specific steps involved in completing a task; can be used to break
analysis? down larger tasks into smaller component steps
26. What is a shaping reinforcing actions that loosely resemble the target behavior and are more easily
technique? displayed by an individual (successive approximations)
27. What is fading? the process by which one learns to produce the same response under gradually
changing conditions
28. What is general- when one begins to respond similarly to different stimuli or situations in which
ization? they have not been trained
29. What is discrimi- when an individual responds differently to similar stimuli
nation?
30. What are some personal space, body posture and motion, facial expression and gaze, and tone,
examples of par- volume and cadence of speech
averbal behav-
ior?
