FBA MDTERM EXAM WITH COMPLETE SOLUTIONS
100% VERIFIED!!
During independent writing assignments when Bob grumbles and cries repeatedly and
teacher frequently sends him to the time-out corner, this would socially mediated
escape-from lengthy or-difficult task (T / F)- ANSWER>>true
Two types of evidence for nonsocial reinforcement of problem behaviors are the
apparent absence of social consequences, and the maintenance of problem behavior
when social contingencies are withdrawn contingently (T/F) - ANSWER>>true
The principal will not allow a FA where some conditions may produce high rates of the
problem behavior. This is not a reason for modifying the classic type of FA. (T/F) -
ANSWER>>false
- Addition of peer attention condition to the classic 4
Type of change in the classic FA (Type of Consequence components Changed)
Demand condition in which different difficulties of tasks are present.
Type of Change in the classic FA. The classic FA in Antecedent components has
variation
A Condition including contingent access to preferred Objects.
Type of variation in Consequence components during Classic FA.
changing the sequence of comparisons from alone, attention, play, demand order (type
of change in classic FA) - ANSWER>>experimental design changes
holding sessions with participant under different physiological conditions (such as
medication changes) (classic type of FA change) - ANSWER>>change in antecedent
components
, During a session where Joan is directly teaching Blanch to use a PECS card if Blanch
exhibits the problem behavior Joan covers the card and looks away for 20 seconds. (FA
condition) - ANSWER>>demand
Mary has been doing a math worksheet with her teacher, and every time she hit herself
on the arm or target behavior, while doing a problem her teacher said "Ok we won't
have to do this problem' and moved to the next problem on the sheet -
ANSWER>>demand
Linda is given a brief drink of juice (highly favorite) and the cup is moved away. She is
given access to toys without demands. Whenever she pinches her arm (target) she is
given a sip of juice. (FA condition) - ANSWER>>tangible
Frank is taken to a table where several preferred items have been placed and is
instructed to do whatever he wants. The teacher stays in close proximity but provides
attention every 30 sec. independent of behavior (FA condition)- ANSWER>>control
Nan is placed at a table in a room devoid of materials and no teacher is in the room (FA
condition) - ANSWER>>alone
Bob divides the school day into half hour intervals and records the presence of Billy's --
a student -- disruption or aggression within each intervals. Patterns are carefully
examined to determine if there are clear conditions associated with the problem
behavior. Hypotheses about the function of problem behaviors, or about problem
conditions are analyzed as part of intervention planning. This is an example of -
ANSWER>>scatter plot analysis
Susan conducts a functional analysis for a serious behavior problem and the results
clearly indicated that the likely function of the problem behavior is escape from aversive
tasks. She next compares the likelihood of escape (using the same contingencies) but
using three different levels of task difficulty to help clarify the nature of aversive
activities. This latter procedure would be form of structural analysis. (T/F) -
ANSWER>>true
100% VERIFIED!!
During independent writing assignments when Bob grumbles and cries repeatedly and
teacher frequently sends him to the time-out corner, this would socially mediated
escape-from lengthy or-difficult task (T / F)- ANSWER>>true
Two types of evidence for nonsocial reinforcement of problem behaviors are the
apparent absence of social consequences, and the maintenance of problem behavior
when social contingencies are withdrawn contingently (T/F) - ANSWER>>true
The principal will not allow a FA where some conditions may produce high rates of the
problem behavior. This is not a reason for modifying the classic type of FA. (T/F) -
ANSWER>>false
- Addition of peer attention condition to the classic 4
Type of change in the classic FA (Type of Consequence components Changed)
Demand condition in which different difficulties of tasks are present.
Type of Change in the classic FA. The classic FA in Antecedent components has
variation
A Condition including contingent access to preferred Objects.
Type of variation in Consequence components during Classic FA.
changing the sequence of comparisons from alone, attention, play, demand order (type
of change in classic FA) - ANSWER>>experimental design changes
holding sessions with participant under different physiological conditions (such as
medication changes) (classic type of FA change) - ANSWER>>change in antecedent
components
, During a session where Joan is directly teaching Blanch to use a PECS card if Blanch
exhibits the problem behavior Joan covers the card and looks away for 20 seconds. (FA
condition) - ANSWER>>demand
Mary has been doing a math worksheet with her teacher, and every time she hit herself
on the arm or target behavior, while doing a problem her teacher said "Ok we won't
have to do this problem' and moved to the next problem on the sheet -
ANSWER>>demand
Linda is given a brief drink of juice (highly favorite) and the cup is moved away. She is
given access to toys without demands. Whenever she pinches her arm (target) she is
given a sip of juice. (FA condition) - ANSWER>>tangible
Frank is taken to a table where several preferred items have been placed and is
instructed to do whatever he wants. The teacher stays in close proximity but provides
attention every 30 sec. independent of behavior (FA condition)- ANSWER>>control
Nan is placed at a table in a room devoid of materials and no teacher is in the room (FA
condition) - ANSWER>>alone
Bob divides the school day into half hour intervals and records the presence of Billy's --
a student -- disruption or aggression within each intervals. Patterns are carefully
examined to determine if there are clear conditions associated with the problem
behavior. Hypotheses about the function of problem behaviors, or about problem
conditions are analyzed as part of intervention planning. This is an example of -
ANSWER>>scatter plot analysis
Susan conducts a functional analysis for a serious behavior problem and the results
clearly indicated that the likely function of the problem behavior is escape from aversive
tasks. She next compares the likelihood of escape (using the same contingencies) but
using three different levels of task difficulty to help clarify the nature of aversive
activities. This latter procedure would be form of structural analysis. (T/F) -
ANSWER>>true
