BCBA Exam Questions and Answers (100%Solved) Assured A+.

BCBA Exam Questions and Answers (100%Solved) Assured A+. 1. Task Analysis: taking a difficult, complex task and breaking it up into smaller steps that are easier to teach. 2. Parametric analysis: involves altering the value of the independent variable to determine how much of the independent variable is necessary to control the behavior. 3. Component Analysis: involves systematically removing components of an intervention package to see which components are actually controlling the behavior. 4. Redundancy cue: You have five picture cards with different animal pictures on them. You printed the pictures off so that the picture of the cow is brighter than all the other pictured animals. You then present these five picture cards to a client and you tell him to point to the picture of the cow. He successfully points to it. The brightened color on the picture of the cow serves as a stimulus that is paired with the correct response. 5. Position cue: Item being taught placed closer to student 6. movement cue: Pointing to, tapping, touching, looking at item being taught 7. behavioral momentum: increased tendency for a learner to make a particular response immediately after making similar responses 8. What is the ultimate goal of mand training?: The mand will be controlled solely by the motivation for the item. Even though the sight of the item may increasethe motivation to ask for the time (think of a child seeing the ice cream truck), the ultimate goal would be for motivation alone to control the behavior of asking for the item since the item may not always be in sight. Mands shouldn't be controlled BCBA Exam Questions and Answers (100%Solved) Assured A+. 2 / 11 by another person saying the item first or by someone asking the learner what he wants. 9. dependent group contingency: the reward for the whole group is dependent on the performance of an individual student or small group 10. Premack principle: commonly occurring behavior can reinforce a less fre- quent behavior 11. Generalized Conditioned Reinforcer: a stimulus that functions as a reinforcer because it has been paired with multiple backup reinforcers. 12. trials-to-criterion: involve setting a predetermined criterion and tracking how many trials it took to reach that criterion 13. rate: frequency divided by some unit of time 14. Respondent extinction: The repeated presentation of a conditioned stimulus in the absence of the unconditioned stimulus; the CS gradually loses its ability to 3 / 11 elicit the conditioned response until the conditioned reflex no longer appears in the individual's repertoire. When Michelle was a child, a centipede crawled on her and bit her on her arm in herparent's basement while playing hide and seek with her siblings. This resulted in Michelle having an extreme fear of centipedes in adulthood. Last week, a behavior analyst began working with Michelle to decrease her fear of centipedes. She took Michelle to her parent's basement where she had been bitten by a centipede and the behavior analyst brought a couple centipedes and exposed her to them without them biting her or crawling on her. Eventually, Michelle was no longer afraid of centipedes. 15. Respondent Conditioning: A stimulus-stimulus pairing procedure in which a neutral stimulus (NS) is presented with an unconditioned stimulus until the neutral stimulus becomes a conditioned stimulus that elicits the conditioned response. 16. multiple baseline across settings design: the behavior analyst is working with one behavior of one person in multiple settings. 17. Frequency recording is best to use when: 1. the behavior has a clear stopping point and a clear ending point. 2. The behavior does not vary much in duration. 3. The behavior does not occur so frequently that it would be extremely difficult to track accurately. 18. Variable ratio and variable interval reinforcement schedules: do NOT have post-reinforcement pauses 19. Fixed interval and fixed ratio reinforcement schedules: DO have post-re- 4 / 11 inforcement pauses 20. Changing criterion experimental designs: used when the goal is to increase or decrease the frequency of a behavior that is already in the learner's repertoire 21. interdependent group contingency: In order for the group to earn reinforcement, all the individuals in the group must meet the criterion of the established contingency 22. independent group contingency: All members of a group are offered a contingency, but only the individuals who meet the contingency earn the reinforcement.