ABA Competency Assessment Updated 2025 with complete solution

Why do we do Preference Assessments - to hypothesize how behavior is related to other events in the environment. Identify the function of behavior Whole interval recording- - Uses a set observation time and breaks it into smaller intervals. In each interval, record if the behavior occurred for the ENTIRE interval (+) or anything less than the entire interval (-). Continuous measurement (definition) - Continuous recording methods are when you record EVERY instance of a behavior occurring Continuous Measurement: (Kinds-3) - Frequency Duration Latency Frequency - An exact count of how many times a behavior occurs during an observational period Duration - total amount of time or "how long" a behavior occurs, Latency - How long does it take for the behavior to initiate or "occur" after an S D is presentedDiscontinuous Measurement (definition) - when you record only a sample of occurrences of a behavior Discontinuous Measurement (Kinds-3) - Partial interval recording Whole Interval Recording Momentary Time Sampling Partial Interval Recording - Uses a set observation time and breaks it into smaller intervals. In each interval, record if the behavior occurred AT ALL during the interval (+) or not at all (-). Momentary time sampling - Uses a set observation time and breaks it into smaller intervals. In each interval, record if the behavior occurred at a specific point in time (only at the very end of the interval) Preference Assessment (kinds-4) - Free operant Paired choice/ forced choice Multiple stimulus with replacement Multiple stimulus without replacement Can I do Preference assessments as an RBT - NOT without SUPERVISION What do we record when recording teh Antecedent - what happened right BEFORE the behavior and right AFTER the consequenceDiscrete-Trail Teaching - teaching strategy that systematically teaches skills DDT Procedure (4 steps) - antecedent --> Behavior--> consequence --> Inter-trail interval Errorless learning procedure - Antecedent--> Prompt (move target closer, etc.) --> Behavior--> Consequences--> Inter-trial interval Error Correction Procedure - Antecedent--> Behavior--> Prompt (if wrong)--> behavior--> Neutrla praise--> Inter trail interval Naturalistic teaching - involve teaching a skill where a client would naturally use the skill task analysis - A process in which we break down a complex behavior into smaller, more manageable steps Chaining(definition) - complex behavior is achieved through a "chain" of behaviors in which each behavior serves as the consequence for the previous behavior and the S D for the next chaining (kinds- 3) - Forward chaining backward chaining total chaining Forward chaining - Target the initial (or first) behavior of the chain for independence and then prompt the remaining behaviors Once the initial behavior of the chain meets mastery criterion, begin targeting the subsequent behaviors of the chain for independence. Backwards chaining - Target the final (or last) behavior of the chain for independence by prompting all previous behaviors until reaching the final one Once the final behavior of the chain meets mastery criterion, begin targeting the preceding behavior of the chain for independence. Total task chaining - Target ALL behaviors of the chain sequentially using errorless learning and fading prompts Runs through all steps even when error occurs Shaping (definition) - reinforcing successive approximations to a terminal behaviorwhen approximation meets requirements, more onto a close approximation, accepting nothing less than the previously achieved level of approximation Discrimination Training - you provide reinforcement in the presence of one stimulus and not in another (reinforcing the right behaviors and not the wrong ones) Stimulus Control