BCBA 2023 Exam Prep Questions and Answers Created from The Cooper Book

What are the common attitudes and assumptions of science? - ANSWER-determinism, empiricism, experimentation, replication, parsimony, and philosophic doubt Explain the difference between EAB and ABA - ANSWER-EAB involves basic research, reporting only on basic behavior experiments whose primary goal is to discover and clarify the basic principles of behavior and determine functional relations between behavior and controlling variables. ABA involves applied research and has the goal of creating a technology for improving socially significant behavior and to determine functional relations between socially significant behavior and controlling variables. Describe the methodological features of EAB - ANSWER-rate of response is the most common dependent variable; repeated or continuous measurement is made of carefully defined response classes; within-subject experimental comparisons are used instead of group designs; visual analysis of graphed data is preferred over statistical inference; a description of functional relations is valued over formal theory testing. 5 functions/phases of behavioral assessment - ANSWER-a) screening, b) defining and quantifying problems or goals, c) pinpointing the target behavior(s), d) monitoring progress, e) following up 4 main methods for obtaining assessment information - ANSWER-interviews, checklists, tests, and direct observation What is an ecological assessment? - ANSWER-gathering a large amount of information about the person and the environments in which that person lives and works; this type of assessment is neither necessary nor warranted for most ABA programs What is reactivity? - ANSWER-the effects of an assessment procedure on the behavior being assessed, most likely during direct observation when the individual is aware they are being observed What questions should be asked to determine the social significance and habilitative (adjustment, competence) value of a potential target behavior? - ANSWER-Will the behavior be reinforced in the person's daily life? Is the behavior a necessary prerequisite for a useful skill? Will the behavior increase the person's access to environments in which other important behaviors can be learned or used? Will the behavior predispose others to interact with the person in a more appropriate and supportive manner? Is the behavior a cusp or pivotal behavior? Is the behavior age appropriate? Does the behavior represent the actual problem or is it only indirectly related? What are the two basic effects that a stimulus change has on behavior? - ANSWER-1. an immediate but temporary effect of increasing or decreasing the current frequency of the behavior (ex: a sudden downpour is likely to immediately increase the frequency of all behavior that has resulted in the person successfully escaping the rain in the past) 2. a delayed but relatively permanent effect in terms of frequency of that type of behavior in the future (ex: if the individual decided not to take an umbrella the downpour will decrease the frequency of that behavior on cloudy days in the future) Explain higher order respondent conditioning - ANSWER-the process when a neutral stimulus is paired with a conditioned stimulus producing a conditioned reflex Describe respondent extinction - ANSWER-when a conditioned stimulus is presented repeatedly without the unconditioned stimulus until the conditioned stimulus no longer elicits the conditioned response Define and describe the difference between ontogeny and phylogeny - ANSWER-The former is the history of development of an individual organism during its lifetime. The latter is the history of the natural evolution of a species. Explain the multiple ways that consequences affect behavior (operant conditioning) - ANSWER-Consequences can affect only future behavior. Consequences select response classes, not individual responses. Immediate consequences are most effective. Consequences select any behavior that precedes them. Operant conditioning occurs automatically. Name the three dimensional quantities of behavior. - ANSWER-repeatability (count), temporal extent (duration), and temporal locus (when behavior occurs) Which type of interval recording overestimates behavior and which underestimates behavior. - ANSWER-Whole-interval recording usually underestimates behavior and partial interval recording overestimates behavior. What behaviors are most appropriate for whole interval recording? - ANSWER-continuous behaviors (i.e. cooperative play) or behaviors that occur at high rates that are difficult to differentiate from one occurrence to another (i.e. rocking or humming) Which behaviors would be best for partial interval recording? - ANSWER-lower frequency behaviors with more distinct beginning/ending (if the behavior occurs very frequency this method will misrepresent the occurrence of the behavior). When is momentary time sampling an effective measurement method? - ANSWER-when measuring continuous activity behaviors (i.e. task engagement). NOT recommended for low frequency or short-duration behaviors What is a PLACHECK? - ANSWER-a version of momentary time sampling in which the observer records whether each individual in a group is engaged in the target behavior. When is a behavior suitable for measurement via permanent product? - ANSWER-1. Each occurrence of the target behavior must produce the same permanent product. 2. The permanent product can only be produced by the target behavior. What are some threats to measurement validity? - ANSWER-Indirect measurement (i.e. using response to a questionnaire to determine the frequency of behavior) Measuring the wrong dimension of the behavior Measurement artifacts What can produce measurement artifacts? - ANSWER-Discontinuous measurement Poorly scheduled measurement periods (must be an equal opportunity for the occurrence and nonoccurrence of the behavior) Insensitive/Limited measurement scales What are some threats to measurement accuracy and reliability? - ANSWER-Poorly designed measurement system Inadequate observer training (i.e. observer drift) Unintended influences on observers (i.e. reactivity) What is the most common version of IOA used? - ANSWER-Percentage of agreement How do you calculate total count IOA? - ANSWER-Smaller count/Larger count x 100 How do you calculate mean count-per-interval IOA? - ANSWER-Interval 1 IOA + Interval 2 IOA + Interval N IOA/ n intervals x 100 How do you calculate exact counter-per-interval IOA? - ANSWER-Number of intervals of 100% IOA/ n intervals x 100 How do you calculate trial-by-trial IOA - ANSWER-Number of trials agreement/total number of trials x 100 How do you calculate interval-by-interval IOA? - ANSWER-Number of intervals agreed/ number of intervals agreed + number of intervals disagreed x 100 How do you calculate total duration IOA? - ANSWER-shorter duration/longer duration x 100 How do you calculate mean duration-per-occurrence IOA? - ANSWER-Dur IOA R1 + Dur IOA R2 + Dur IOA Rn/ n responses with Dur IOA x 100 Explain scored interval versus unscored interval IOA - ANSWER-In scored interval only those intervals in which the occurrence of the target behavior was occurred is used in the IOA calculation; so if the 3 out of 10 intervals showed the occurrence of behavior from either observer and only 1 out of those 3 showed agreement between the two observers IOA would be 33%. Unscored interval IOA is simply the opposite, only those intervals in which one or both observers scored a nonoccurrence of the behavior are used in IOA calculation. When should scored interval IOA be used? - ANSWER-for behaviors that occur at relatively low frequencies When should unscored interval IOA be used? - ANSWER-for behaviors that occur at relatively high frequencies When and how often should IOA assessments occur? - ANSWER-During each condition and phase of a study and be distributed across days of the week, times of day, settings, and observers. What are the two major purposes/functions of bar graphs? - ANSWER-1. for displaying and comparing discrete sets of data that are not related to one another by a common underlying dimension by which the horizontal axis can be scaled. 2. to give a visual summary of the performance of a participant or group of participants during the different conditions of an experiment. When are cumulative records most useful? - ANSWER-a) the total number of responses made over time is important, b) the graph is used as a source of feedback to the subject, c) the target behavior can occur only once per measurement period, and d) a fine analysis of a single instance or portions of data from an experiment is desired What is a semilogarithmic chart? - ANSWER-A two-dimensional graph with a logarithmic scaled y axis so that equal distances on the vertical axis represent changes in behavior that are of equal proportion. What is meant by "variability is extrinsic to the organism"? - ANSWER-variability is imposed by environmental variables and is not an inherent trait of the organism What the 3 major reasons behavior analysts use multiple response measures (dependent variables)? - ANSWER-1. to provide additional data paths that serve as controls for evaluating and replicating the effects of an independent variable that is sequentially applied to each behavior 2. to assess the generality of treatment effects to behaviors other than the response class to which the independent variable was applied 3. to determine whether changes in the behavior in the behavior of a person other than the subject occur during the course of an experiment and whether such changes might in turn explain observed changes in the subject's behavior What does "experimental design" refer to? - ANSWER-the way the independent variable is manipulated in a study What are the two basic kinds of changes in independent variables? - ANSWER-introducing a new condition or reintroducing an old condition What is the fundamental rule of experimental design? - ANSWER-change only one variable at a time What 3 elements are involved in baseline logic? - ANSWER-prediction, verification and replication When is the reversal design ineffective or inappropriate? - ANSWER-when the behavior is irreversible, will not return to baseline and when there a social, educational and/or ethical concerns of withdrawing an effective treatment How is experimental control established in an alternating treatments design? - ANSWER-when the data paths for two different treatments show little or no overlap What are the advantages of alternating treatments design? - ANSWER-Does not require treatment withdrawal. Quickly compares the relative effectiveness of treatments. Minimizes the problem of irreversibility. Minimizes sequence effects. Can be used with unstable data patterns. Can be used to assess generalization of effects. Intervention can being immediately. How is experimental control demonstrated in a multiple baseline design? - ANSWER-when each behavior changes when, and only when, the independent variable is applied When might a multiple probe design be used (variation of the multiple baseline) - ANSWER-evaluating the effects of instruction on skill sequences in which it is highly unlikely that the subject's performance on later steps in the sequence can improve without instruction or mastery of the earlier steps in the chain or for situations in which prolonged baseline measurement may prove reactive, impractical, or too costly In which situations can a delayed multiple baseline design be beneficial? - ANSWER-a) planned reversal design is no longer desirable or possible b) limited resources preclude a full-scale multiple baseline c) a new behavior, setting or subject becomes available What are the advantages of the multiple baseline design? - ANSWER-*does not require withdrawal *its design parallels behavior change in applied settings (changing multiple behaviors in different settings and/or subjects) *allows direct monitoring of generalization of behavior change *relatively easy to conceptualize and implement What are the limitations of the multiple baseline design? - ANSWER-*if two or more behaviors covary, the design may not demonstrate a functional relationship even though one exists *weaker in showing experimental control (verification is inferred due to lack of reversal) *more of an evaluation of independent variable's general effectiveness rather than an analysis of the behaviors *requires considerable time and resources How is experimental control demonstrated in a changing criterion design? - ANSWER-when the subject's behavior closely conforms to the gradually changing criteria What are the advantages of changing criterion design? - ANSWER-*does not require withdrawal *enables experimental analysis within the context of a gradually improving behavior, complementing the practice of many teachers What are the limitations of changing criterion design? - ANSWER-the target behavior must already be in the subject's repertoire and incorporating the features of the design may impede optimal learning rates What does treatment integrity/procedural fidelity measure? - ANSWER-the extent to which the actual implementation of experimental procedures matches their descriptions in the method section of a research report Name the three ways social validity of an applied behavior analysis can be assessed - ANSWER-1. the social significance of the target behavior 2. the appropriateness of the procedures 3. the social importance of the results Explain the difference between a direct replication and a systematic replication - ANSWER-Direct- duplicates exactly the conditions of a previous experiment Systematic- purposefully varies one or more aspects of a previous experiment What is a Type I error? - ANSWER-a researcher concludes that the independent variable had an effect on the dependent variable when it did not (false positive) What is a Type II error? - ANSWER-a researcher concludes that the independent variable did not have an effect on the dependent variable when it did (false negative) What is the difference between discriminated avoidance and free-operant avoidance? - ANSWER-D- responding in the presence of a signal prevents stimulus presentation F- responding at any time prevents stimulus presentation Describe the differential reinforcement of diminishing rates schedule - ANSWER-provides reinforcement at the end of a predetermined time interval when the number of responses is below a criterion; the criterion is gradually decreased across time intervals based on performance What are the undesirable side effects of punishment? - ANSWER-*emotional and aggressive reactions to aversive stimulation *escape and avoidance behaviors *behavioral contrast (responding increases in unpunished settings/situations) *modeling of undesirable behavior *overuse of punishment due to its negative reinforcing effect on the individual(s) providing the punishment What is the definition of "time-out"? - ANSWER-the withdrawal of the opportunity to earn positive reinforcement for a specified time, contingent on the occurrence of behavior What two things does an MO effect? - ANSWER-the effectiveness of a stimulus as a reinforcer (value-altering) and the current frequency of all behavior reinforced by that stimulus (behavior-altering) Provide examples of unconditioned motivating operations. - ANSWER-deprivation and satiation with respect to food, water, oxygen, activity, and sleep (also sexual reinforcement, temperature, and painful stimulation) What is a surrogate CMO (CMO-S)? - ANSWER-a stimulus that acquires its MO effectiveness by being paired with another MO and has the same value-altering and behavior-altering effect as the MO with which it was paired. (little evidence of this in nature) Describe the reflexive CMO (CMO-R) - ANSWER-a stimulus that acquires MO effectiveness by preceding some form of worsening or improvement Provide an example of a CMO-R - ANSWER-A stranger ask you a question, the appropriate response is to answer the question quickly or say you don't know. The question provides the opportunity to obtain social reinforcers that were not available before but it also begins a brief period that can be considered a warning stimulus. If a response is not made quick enough a form of social worsening will occur as indicated by our social history. What is a transitive CMO (CMO-T)? - ANSWER-an environmental variable that establishes (or abolishes) the reinforcing effectiveness of another stimulus and evokes (or abates) the behavior that has been reinforced by that other stimulus