BCABA Practice Exam Questions with Correct Answers

BCABA Practice Exam Questions with
Correct Answers
AQbehaviorQanalystQisQusingQaQpartial-
intervalQrecordingQmethodQtoQseeQifQherQclientQwillQsitQdownQduringQclass.QEachQintervalQisQ5Qminu
tesQlongQandQthereQareQ12QtotalQintervals.Q-QCORRECTQANSWERQ-
IfQheQneverQsatQinQhisQseatQduringQtheQentireQhour



IfQaQtargetQbehaviorQoccursQatQhighQratesQduringQtheQplayQconditionQofQaQfunctionalQassessment,Qt
heQbehavior'sQfunctionQisQlikely:Q-QCORRECTQANSWERQ-automatic.



VickQlovesQbasketball.QHeQwantsQtoQimproveQhisQfreeQthrowQpercentageQsoQthatQheQcanQmakeQhisQ
highQschool'sQbasketballQteam.QOnQtheQfirstQday,QVickQtookQ10QfreeQthrowQshotsQandQmadeQ60%Qo
fQtheseQshots.QOnQtheQsecondQday,QVickQtookQ5QfreeQthrowQshotsQandQmadeQ2QofQthem.QOnQtheQfi
nalQday,QVickQtookQ10QfreeQthrowQshotsQandQmadeQ80%QofQtheseQshots.QWhatQisQVick'sQoverallQfre
eQthrowQpercentageQfromQtheseQ3Qdays?Q-QCORRECTQANSWERQ-64%



JebbQisQaQbehaviorQanalystQwhoQworksQwithQaQclientQnamedQBrandon,QwhoQlivesQinQaQruralQandQpo
verty-
strickenQarea.QDuringQaQsessionQwithQBrandon,QhisQguardianQsaysQtoQJebb,Q"Hey,QIQrememberQthat
QyouQsaidQthatQyouQenjoyedQworkingQonQcars.QMineQstoppedQworkingQandQIQcan'tQaffordQaQmecha


nicQrightQnow.QCouldQyouQtakeQaQlookQatQitQtoQseeQwhatQisQwrong?"QWhatQwouldQbeQtheQmostQapp
ropriateQresponseQforQJebbQtoQgive?Q-QCORRECTQANSWERQ-
"IQapologize.QButQaccordingQtoQtheQethicalQcodeQthatQIQhaveQtoQfollow,QIQcannotQworkQonQyourQcarQ
sinceQIQalreadyQprovideQbehavioralQsupportQservicesQforQyourQfamily."



YouQbeginQtoQworkQwithQanQ8Qyear-
oldQclientQbyQtheQnameQofQSeth,QyourQnewQclient.QHisQparentsQinformedQyouQinQanQinterviewQofQaQ
fewQitemsQthatQheQprefers,QbutQsaidQthatQwhatQheQenjoysQtoQplayQwithQisQveryQlimited.QYouQdecide
QthatQyouQwillQattemptQtoQidentifyQsomeQnewQstimuliQthatQwillQfunctionQasQeffectiveQreinforcersQfo


rQSeth.QYouQconsiderQseveralQoptionsQandQdecideQthatQ___________QisQtheQLEASTQeffectiveQmeth
odQoutQofQthoseQyouQareQconsideringQforQdeterminingQwhetherQaQparticularQstimulusQwillQorQwillQ
notQfunctionQasQaQreinforcerQforQthisQclient.Q-QCORRECTQANSWERQ-AQmultiple-
stimuliQpreferenceQassessment

,YouQbeginQwritingQbehavioralQinterventionsQandQaQtreatmentQplanQforQyourQclientQBenny.QYouQare
QcertainQyouQwouldQlikeQtoQimplementQyourQinterventionsQwithQBenny.QWhenQshouldQyouQobtainQ


consentQfromQaQguardian?Q-QCORRECTQANSWERQ-beforeQchangingQanQinterventionQgoal.



YouQseeQaQbehaviorQtherapistQworkingQwithQherQclientQthroughoutQtheQdayQteachingQhimQtoQrespo
ndQtoQgreetingsQwithQaQ"Hi"QorQsimilarQmessage.QTheQtherapistQgreetsQhimQfirstQinQtheQmorningQsa
ying,Q"Hi,Qpal!"QatQtheQclinicsQentrance.QSheQthenQmakesQaQpointQtoQsay,Q"HeyQthere!"QtoQhimQwhe
nQsheQreturnsQtoQtheQplayQareaQafterQaQbathroomQbreak.QTheQfinalQtimeQyouQseeQtheQtherapistQisQ
nearQtheQendQofQtheQdayQwhenQsheQreturnsQfromQaQquickQconversationQwithQherQsupervisorQandQr
eturnsQtoQherQclientQinQtheQtableQworkQareaQsaying,Q"Hello!"QtoQherQclient.QWhichQmethodQisQMOS
TQlikelyQbeingQusedQbyQtheQtherapistQtoQpromoteQstimulusQgeneralizationQthatQinvolvesQchangingQ
non-
criticalQaspectsQofQtheQtargetQSdQsoQthatQtheQresponseQoccursQunderQmultipleQstimulusQconditions
?Q-QCORRECTQANSWERQ-TrainingQloosely



InQorderQtoQidentifyQaQpunishingQstimulusQthatQcanQbeQusedQduringQaQpunishmentQprocedure,QaQB
CBA®QfirstQpresentsQitemsQnon-
contingentlyQtoQtheQclientQandQrecordsQtheQnumberQofQtimesQtheQclientQmovesQawayQfromQthatQp
articularQitem.QThisQisQanQexampleQof:Q-QCORRECTQANSWERQ-
AQstimulusQavoidanceQpunisherQassessment



AQmanagerQatQanQofficeQscoldsQaQworker'sQcellphoneQuse.QThisQscoldingQresultedQinQtheQworkerQn
everQusingQhisQcellphoneQatQworkQagain.QDuringQtheQworker'sQlunchQbreak,QtheQworkerQasksQhisQc
oworkers,Q"Wasn'tQitQfunnyQhowQupsetQMr.QToughGuyQgotQwhenQIQtookQaQcall?"QAllQofQhisQcowork
ersQthoughtQitQwasQhilariousQandQsaidQheQshouldQstartQdoingQcomedyQshowsQdownQatQtheQtheater
QasQhisQnewQjob.Q-QCORRECTQANSWERQ-positiveQpunisher.




AQchildQisQlearningQtoQprepareQhisQlunchQindependently.QAQtherapistQstandsQbehindQtheQchildQandQ
followsQtheQchild'sQhandQmovementsQwithQherQownQhands,QslowlyQincreasingQtheQdistanceQbetwe
enQherQhandsQandQtheQchild'sQhandsQasQstepsQareQcompletedQcorrectly.QIfQtheQchildQdoesQaQstepQin
correctly,QtheQtherapistQisQreadyQtoQuseQhand-over-
handQpromptingQtoQhelpQwithQtheQdifficultQsteps.Q-QCORRECTQANSWERQ-GraduatedQguidance

, DuringQtheQcontingentQattentionQphaseQofQaQfunctionalQanalysis,QwhatQshouldQaQtherapistQdoQprio
rQtoQtheQtargetQbehaviorQoccurring?Q-QCORRECTQANSWERQ-
TheQtherapistQshouldQbeQinQtheQsameQroomQbutQwithholdQattentionQbyQengagingQinQanQactivityQsu
chQasQdrawingQaQpicture.



AQbehaviorQanalystQcreatesQanQinterventionQfromQtheirQnewlyQestablishedQtreatmentQplan.QAfterQ
aQcoupleQweeksQtheQclientQsuccessfullyQlearnsQtoQsetQtheQtableQforQmeal-
time.QWhoQwillQdetermineQtheQsocialQvalidityQofQthisQintervention?Q-QCORRECTQANSWERQ-
CommunityQmembers



AQbehaviorQanalystQbeginsQworkingQwithQaQclientQwhoQhasQseveralQtargetQbehaviors.QWhichQoneQo
fQhisQproblemQbehaviorsQwouldQbeQconsideredQtheQMOSTQimportantQtoQaddressQimmediately?Q-
QCORRECTQANSWERQ-VisualQself-


stimulatoryQbehaviorQofQlookingQupQatQtheQceilingQlights.QHeQengagesQinQthisQbehaviorQ4QhoursQpe
rQday,QonQaverage,QandQitQgetsQinQtheQwayQofQhimQinteractingQwithQpeersQandQperformingQtasksQatQ
homeQandQschool.



AQtherapistQhasQjustQbegunQworkingQwithQaQchildQnamedQJenson.QSheQwantsQtoQdetermineQwhatQJ
ensonQlikesQtoQdoQforQfun.QSheQwalksQwithQhimQtoQtheQplayQareaQofQtheQclinicQandQheQgainsQaccess
QtoQdozensQofQtoysQandQdifferentQactivities.QJensonQbeginsQplayingQwithQaQpictureQbookQwithQbutt


onsQthatQmakeQsounds.QHeQplaysQwithQtheQbookQforQanQentireQhour.QInQthisQscenario,QweQcanQconf
irmQthatQtheQbookQis:Q-QCORRECTQANSWERQ-aQstimulus



AQbehaviorQanalystQisQteachingQherQclientQtoQexchangeQcoinsQandQbillsQforQmonetaryQtransactions.
QThisQisQaQnecessaryQskillsQforQmostQlearnersQandQisQoneQthatQherQclientQcouldQuseQasQsheQplansQtoQ


volunteerQatQtheQschoolQlibraryQduringQtheQupcomingQbookQfairQtoQsellQschoolQsuppliesQandQlibrar
yQbooksQtoQherQfellowQstudents.QTheQbehaviorQanalystQfirstQteachesQherQclientQhowQtoQexchangeQ
billsQonlyQinQaQtrainingQroomQthatQisQadjacentQtoQtheQlibrary.QTheQbehaviorQanalystQhasQsomeQofQh
erQclient'sQactualQschoolmatesQcomeQintoQtheQtrainingQroomQtoQseeQifQsheQwillQexchangeQcurrency
QwithQthem,QpriorQtoQhavingQherQdoQsoQindependentlyQduringQtheQbookQfair.QWhichQmethodQofQsti


mulusQgeneralizationQisQbeingQusedQinQthisQscenario?Q-QCORRECTQANSWERQ-
ProgrammingQcommonQstimuli