Beat the Beast THREE - BCBA Mock Exam - Understanding Behavior | Complete Questions and Answers (Answers Elaborated further) | BCBA Mock Exam Bank- Understanding Behavior | 100% Updated Fall 2025/26.

Beat the Beast THREE - BCBA Mock Exam - Understanding Behavior Section A 4 / 8 (50%) Section B 11 / 24 (45%) Section C 10 / 21 (47%) Section D 4 / 13 (30%) Section E 15 / 22 (68%) Section F 15 / 23 (6 5%) Section G 14 / 25 (56%) Section H 10 / 20 (50%) Section I 13 / 19 (68%) Points: 1/1 1. Brenda grew up in a very conservative, religious family. Over the past few years, Brenda has been able to work with a number of clients from cultural and religious backgrounds that are very different from her own without any impact on her ability to provide services ethically and professionally. This has been due to her purposeful practice of identifying her own personal biases, reflecting on ways these biases may interfere with her work, taking steps to prevent any interference, and carefully evaluating her own behavior to ensure continued professionalism. Brenda's latest client is a young child whose parents are a same-sex couple. While reflecting on her own biases in this specific case, she is worried that her usual practices may not be sufficient this time. Based on the results of her reflection along with her desire to ensure that her personal biases do not interfere with appropriate and professional service delivery in this case, what would be Brenda's best course of action? A. Seek mentorship or peer consultation to help better understand her personal beliefs, maintain an awareness of their potential impact on her provision of services, and take steps to resolve any potential interference in her professional work B. Maintain professional and personal boundaries by avoiding discussion of the family structure and working primarily with only one parent, rather than both parents together C. Proceed with the understanding that personal beliefs do not impact professional actions or decision making D. Focus on the child's behavior and skill acquisition plans without considering family dynamics in order to decrease the possibility that personal biases will affect the way plans are written or implemented, and ensure that all RBTs working on this case do the same Points: 1/1 2. Your client, Sam, has a history of hitting his head with the heel of his palm repeatedly and with force, and you have determined that this behavior is reliably proceeded by facial grimacing and grunting. You need to identify the function of the behavior in order to plan a function-based intervention, but you have concluded that a typical functional analysis would be too dangerous due to the severity of the behavior. Instead, you plan to conduct a precursor FA. Which of the following options best describes the general procedure for a precursor FA for Sam's behavior? A. During each condition of the FA, track the time between the introduction of the EO and the exhibition of facial grimacing, grunting, or head-hitting B. Only run each condition of the FA one time for 5 minutes and record the frequency of the behavior; re-test only those conditions with higher counts of the target behavior C. During each condition of the FA, provide the condition-specific reinforcement immediately upon the exhibition of facial grimacing and grunting D. Alternate control conditions with test conditions for each function; present the EO for each test condition and reinforce the earliest sign of the target behavior, then end that condition Points: 0/1 3. Terry is taking over a case from another BCBA. While reviewing the treatment plan, Terry sees that the previous BCBA conducted a functional behavior assessment which concluded that the client's property destruction behaviors were escape-maintained. After completing the functional analysis, the previous BCBA implemented a token economy system, a DRA procedure, and an NCR procedure. Feedback logs between the previous BCBA and the RBTs who worked directly with the client indicated that the RBTs found this system cumbersome and difficult for data recording. Although the data showed a decrease in property destruction behaviors and an increase in successful skill acquisition trials per session, Terry is concerned that the RBTs will also find the system cumbersome. What type of analysis would allow Terry to determine if the same results could be obtained with a less complex intervention system? A. Nonparametric analysis B. Parametric analysis C. Component analysis D. Comparative analysis Points: 1/1 4. After a few years working as a BCBA in a local clinic, Olga and her family are moving across the state to be nearer Olga's spouse's aging parents. Which of the following statements best applies to the resumes she will be sending out as Olga seeks a new BCBA position in her new city? A. Olga's resume should include statement such as "increased each client's vocal repertoires" or "decreased all problem behaviors across settings" without including client-specific information. B. Olga's resume should highlight the most successful cases she has had experience with to demonstrate her potential benefit to the companies she is applying to. C. Olga's resume should include specific information regarding cases you have worked on so the companies she is applying to can verify her experience with her former employer; however, she must ensure that your resumes are only seen by potential employers. D. Olga's resume should include truthful statements regarding her work experience, including what populations, behaviors, and interventions she is competent with; however, she must be careful not to make misleading or exaggerated statements regarding her work history. Points: 0/1 5. A learner has been taught to receptively and expressively identify colors, to label pictures of fruits and vegetables according to the object, color, or category, and to touch the correct item in an array when given an SD that includes a color and a category (e.g. "touch the red fruit"). Next, the BCBA introduces verbal conditional discrimination training, though the client is struggling with this skill. When asked "What is a green vegetable?" and "What is a green fruit?" the learner gives the same response ("broccoli") for both questions, indicating that they are not attending to all relevant parts of the verbal stimulus. Which of the following procedures could the BCBA use in order to increase the learner's ability to demonstrate verbal conditional discrimination? A. Introduce a differential observing response by asking the learner to repeat the color and category before giving their answer (Ex: BCBA: "What is a green fruit?" Learner: "Green fruit. Lime.") B. Introduce a within stimulus prompt by emphasizing the part of the verbal stimulus that the learner is not attending to (Ex: BCBA: "What is a green FRUIT?" Learner: "Lime.") C. Either A or B D. Neither A nor B Points: 1/1 6. Which of the following is the most crucial variable that should be considered when designing a momentary time sampling procedure? A. Whether the behavior occurs for long or short durations B. Whether the data collector can attend to the individual constantly C. Whether the behavior of interest is targeted for increase or decrease D. None of these considerations are crucial for momentary time sampling Points: 1/1 7. Athena is a new BCBA who had practice running a couple different single-case experimental designs while accruing her supervision hours. Now she is certified and is working with her own caseload, and one of her new clients has inspired her to conduct a research study. This client, a 7-year-old boy with several skill acquisition programs and a history of aggressive behaviors that were maintained by access to tangibles, had shown interest in a peer's token economy system. His RBT had been using a VR5 reinforcement system for correct responding to receive toys. The procedure had been increasing correct responding, but aggressive behaviors continued, despite an FBA confirming an access function. Athena wondered if a token economy system where tokens were delivered on a denser VR schedule and were backed up by a robust menu of his favorite edibles, toys, and activities would help to maintain the increase in correct responding and decrease instances of aggression. What single-case experimental design would be best for Athena to use to most clearly demonstrate the presence or absence of a functional relation between the token economy and target behavior? A. A multielement design randomizing sessions using the token economy system, the current VR5 schedule, and no treatment conditions B. A reversal design where the baseline conditions include the already present VR5 schedule of reinforcement alternating with treatment conditions using the token economy system in an ABAB pattern C. A changing criterion design with a short baseline phase followed by treatment phases with systematically varying ratios of token delivery D. A multiple baseline across participants design where the introduction of the token economy system for Athena's client is compared to the introduction of the same token economy system with another client of similar age Points: 0/1 8. Which of the following options accurately represents the continuing education requirements for BCBAs? A. During the 2-year recertification cycle, BCBAs need a total of 20 CEUs. These CEUs must include 4 units in Ethics and 3 units in supervision. B. During the 2-year recertification cycle, BCBAs need a total of 32 CEUs. These CEUs must include 4 units in Ethics, 2 units in diversity, equity, and inclusion, and 3 units in supervision, if you will be providing ongoing supervision for RBTs/BCaBAs, or will be providing supervision for BCBA or BCaBA trainees. C. During the 2-year recertification cycle, BCBAs need a total of 32 CEUs. These CEUs must include 4 units in Ethics and 3 units in supervision, if you will be providing ongoing supervision for RBTs/BCaBAs, or will be providing supervision for BCBA or BCaBA trainees. D. During the 3-year recertification cycle, BCBAs need a total of 32 CEUs. These CEUs must include 4 units in Ethics, 2 units in diversity, equity, and inclusion, and 3 units in supervision. Points: 0/1 9. A BCBA took procedural integrity data across three RBTs working with a client who has not made sufficient progress with their skill acquisition goals after 3 weeks of implementing the plan. What is the best data-based decision for the BCBA to make first if they determine that the average procedural integrity for implementing the learner's goals is around 90%? A. The BCBA should provide some brief feedback to the RBTs about treatment integrity and investigate other explanations for lack of progress B. The BCBA should modify the skill acquisition goals so that the RBTs can get closer to 100% treatment integrity C. The BCBA should use behavior skills training to retrain the RBTs on the correct procedure for implementing the skill acquisition programs D. The BCBA should provide some brief feedback to the RBTs about treatment integrity and continue the current treatment plan Points: 0/1 10. Which of the following is NOT true regarding single-case experimental design? A. Repeated measures are obtained by measuring a participant's behavior across all conditions of the study B. Only one participant is used so that individual's data can be used to determine whether or not the intervention is effective for that client C. The data in each phase of the experiment is compared against the participant's own behavior in other phases D. Verification and replication can show that the changes in a participant's behavior are due to the manipulation of the independent variable Points: 1/1 11. Which of the following statements are true, based on the graph below? A. High density practice using instructional method A is more effective than low density practice using instructional method B. B. Instructional methods A and B are equally effective during high density practice. C. Low density practice with either instructional method A or B is more effective than high density practice. D. High density practice using instructional method B is more effective than low density practice using instructional method A. Points: 0/1 12. Karl has been a BCBA for just over 6 months. In that time, he has demonstrated strong supervisory capabilities with the RBTs he supervises. His clinic manager meets with him and asks him to take on a trainee who is accruing hours toward becoming a BCaBA. Can Karl ethically take a BCaBA trainee? A. No, he cannot supervise trainees because he has been a BCBA for less than one year B. No, only BCaBAs can supervise BCaBA trainees C. Yes, since there are no restrictions on a BCBA supervising BCaBAs or RBTs D. Yes, if he has taken the 8-hour supervision training and has secured a consulting supervisor Points: 1/1 13. Health teacher Mr. Carson is about to teach a lesson on healthy eating habits. For one week prior to teaching the lesson, he takes data on the percentage of fruit and vegetable servings eaten by al of his students who purchase the standard school lunch. He plans to compare this to the percentage of fruit and vegetable servings eaten across the three weeks following the presentation of the lesson to see if fruit and vegetable consumption increases, and, if it does increase, whether or not the increase is maintained. What type of graph would best display Mr. Carson's data so that he will be able to see if a change occurred, if that change was dependent upon his lessons, and if that change maintains over a three-week period? A. Bar graph B. Line graph C. Cumulative graph D. Semilogarithmic graph Points: 1/1 14. Axel is a four-year-old with a limited vocal-verbal repertoire who attends preschool in the mornings and receives clinic-based services in the afternoons. He frequently shouts to get adult attention in both the preschool and clinic settings. His BCBA teaches him to raise his hand and wait for attention and provides high-magnitude, high-quality attention when he does so. The BCBA teaches his preschool staff to do the same. Any shouting for attention is given low-magnitude, low-quality attention. Which of the following procedures is the BCBA implementing? A. DRO without extinction B. DRA without extinction C. DRO with extinction D. DRA with extinction Points: 1/1 15. A BCBA is developing a plan for a 10-year-old client diagnosed with ADHD. The assessment indicates that the client exhibits task avoidance behaviors during homework time. The family has a strong preference for non-medication-based interventions and emphasizes the importance of incorporating their cultural practices, which include structured family study sessions and the use of storytelling as a teaching tool. The BCBA wants to develop an intervention that aligns with her ethical obligation to consider assessment results, scientific evidence, client preferences, and contextual fit. Which of the following would be the best approach for the BCBA to take? A. Implement a token economy system for work completion and modify the menu of backup reinforcers based on client and family preference B. Recommend ADHD medication due to strong research support in combination with using story-telling and family study sessions to teach and complete homework C. Design an intervention that integrates structured family study sessions and storytelling in teaching and provide strong reinforcers for participation D. Design an intervention that provides storytelling and family fun time contingent on completing homework Points: 0/1 16. Which of the following is NOT a potential danger of neglecting data when making decisions about the effectiveness of an intervention or the need to modify an intervention? A. An effective treatment may be discontinued if outcomes do not meet staff expectations B. Issues with procedural fidelity may not be identified as a cause for lack of progress C. Ineffective treatments that do not produce the desired changes in behavior are continued D. New goals are introduced when sufficient progress has been made with previous goals Points: 0/1 17. Which of the following is an example of operant extinction? A. Jimmy is driving his parents crazy by constantly hitting the buttons on his toy fire truck, causing it to make all kinds of loud, annoying noises. They tell him he can only play with that toy in his bedroom, but they can still hear the sounds. Finally, his parents decide they can't stand it anymore and destroyed his fire truck and threw it in the dumpster while he was sleeping. Jimmy no longer plays with his firetruck. B. Brianna's teachers meet to discuss their concerns with her calling-out behavior. They hypothesize that this behavior is attention-maintained, since they sometimes reprimand her when it happens, and sometimes allow her to answer the question or engage them in a conversation. The teachers decide to take away 1 minute of free time each time she calls out instead of raising her hand. After having her free time docked several times, she stopped calling out in class. C. After several days of fun and flirty text conversations with a man you met on a dating app, you make a plan to meet in person at a local bar. The day of your planned meeting, you text several times to say good morning and tell him how excited you are, but he never responds to any texts. You go to the bar that night and he never shows up. You try texting him several more times that night, and then a few times over the next several days, but never get a response. Finally, you give up and stop texting him. D. As a child, Jamie was riding her bike around her neighborhood when a large dog began chasing her barking ferociously. Luckily, it was inside a fenced yard and could not reach her, but that experience caused Jamie to be afraid of all dogs. Over the years, as you came in contact with a variety of dogs that did not bark ferociously at you, your fear response diminished and you were able to comfortably visit friends and relatives that had pet dogs. Points: 0/1 18. Compare the analog assessment portion of the brief FA graph for Darren with the extended FA graph. Based on these graphs, which of the statements below are true? A. Both the brief FA and the extended FA reach the same conclusion: Darren's aggressive behavior is maintained by access to tangibles. B. Since both the brief FA and the extended FA reached the same conclusion, brief FAs should always be used over extended FAs C. The brief FA did not completely capture the function of the behavior like the extended FA did; it is a shortcut that should be avoided if possible. D. Both A & B Points: 0/1 19. Which of the following statements about this graph are NOT true? Ledford JR, Lane JD, Severini KE. Systematic Use of Visual Analysis for Assessing Outcomes in Single Case Design Studies. Brain Impairment. 2018;19(1):4-17. doi:10.1017/BrImp.2017.16 A. Affirmation of the consequent is demonstrated in the second A phase B. Experimental control is demonstrated in the second A phase and strengthened in the second B phase C. This graph is an example of a Reversal design D. Verification and replication are both demonstrated in this graph Points: 1/1 20. A behavior analyst reviews the following goal written for a client named Maya: "Maya will try to improve her social skills during group activities over the next month." Which of the following revisions BEST makes the goal observable and measurable? A. Maya will greet one peer during group time with a smile or wave each session for two weeks. B. Maya will be more friendly and outgoing with peers during group activities each day. C. Maya will attempt to engage with classmates in group activities whenever she feels comfortable. D. Maya’s social confidence will increase noticeably during group time over the next month. Points: 0/1 21. A 5th grade teacher wants to implement a group contingency to decrease class disruptions caused by cursing behaviors in a small group of students and the reactions to those cursing behaviors by the rest of the class. After reviewing different types of group contingencies, she decides to implement a dependent group contingency where the class will earn a bonus recess at the end of the day if there have been zero incidents of cursing during the day for three particular students. On the first day the teacher implements the procedure, there are no incidents of cursing and the class earns the bonus recess. However, on the second day, a student cursed during math, and the rest of the class yelled at him. For the rest of the week, the student cursed loudly early in the day, causing the rest of the class to yell at him, increasing animosity amongst the students. What would be the best modification to make to the group contingency system? A. Change to an interdependent group contingency for zero incidents of cursing or vocal acknowledgements to cursing for the whole class B. Change to an independent group contingency for zero cursing for the three specific students and an interdependent group contingency for zero vocal acknowledgements to cursing for the rest of the class C. Change to an independent group contingency for zero cursing and vocal acknowledgements to cursing for each member of the class D. None of the above; the teacher should drop the group contingency since it is not working Points: 1/1 22. A school-based BCBA is working with 9-year-old Troy to decrease property destruction behaviors that have a confirmed escape function. The BCBA taught Troy a functional communication response to ask for a break that he can use either when first presented with a demand or when he is working on a task and wants to stop. The BCBA instructs the teacher to reinforce Troy's requests for a break on a continuous schedule until he is consistently requesting to take a break without prompting and without any instances of property destruction behaviors or their precursors. Shortly after beginning this intervention, the teacher had a family emergency and had to take the day off. When the substitute teacher passed out a worksheet and Troy asked for a break, the sub told him it was time to work, not time for a break, and Troy responded by ripping up the worksheet and throwing the bits of paper on the floor. What term best describes why Troy ripped up the worksheet with the substitute teacher and what steps should the BCBA take to advance with the FCT procedure when his teacher returns? A. Resurgence; the BCBA should use a chained schedule FCT procedure, do discrimination training when for when asking for a break is available, build in delays to reinforcement, and teach additional alternative behaviors such as asking for help B. Spontaneous recovery; the BCBA should use a chained schedule FCT procedure, do discrimination training when for when asking for a break is available, build in delays to reinforcement, and teach additional alternative behaviors such as asking for help C. Resurgence; the BCBA should use a multiple schedule FCT procedure, do discrimination training when for when asking for a break is available, build in delays to reinforcement, and teach additional alternative behaviors such as asking for help D. Spontaneous recovery; the BCBA should use a multiple schedule FCT procedure, do discrimination training when for when asking for a break is available, build in delays to reinforcement, and teach additional alternative behaviors such as asking for help Points: 1/1 23. Which of the following statements about shaping is not true? A. Shaping can be used to establish new behaviors or change some dimension of an existing behavior through a process that includes differential reinforcement of successive approximations B. Shaping relies on response differentiation produced by differential reinforcement, where reinforced members of a response class occur more often and unreinforced members occur less often C. Each stage in the shaping process increases the number of response approximations that are available for reinforcement D. Shaping always involves starting with an initial behavior that is already in the learner's repertoire that approximates the terminal behavior Points: 1/1 24. Which of the following statements best demonstrates the collection of procedural integrity data? A. Two observers take data during a teaching program, then the data is compared to determine the degree to which the observers agreed on the occurrences of the behavior during the procedure B. A BCBA observes one of the RBTs she supervises for 10 minutes and marks on a checklist whether or not each step of an intervention is completed accurately and in the correct order C. A BCBA observes one of the RBTs she supervises for 10 minutes and tracks whether or not the RBT is collecting data on the client's target behaviors accurately D. An RBT uses a fidelity checklist to score whether or not a client performs each step in a behavior chain broken down into a task analysis Points: 1/1 25. You are supervising a new RBT whose family is from Japan, where the needs and goals of the group are prioritized over the needs and goals of the individual. After noting that the new RBT performs better in small-group rehearsal, but struggles with solo role-playing, what is your best course of action when creating supervision goals for this RBT? A. Set goals requiring solo role-plays to promote independence B. Write goals for continued improvement in group formats since this is already a strength C. Set goals incorporating both group and individual practice formats D. Establish supervision goals that require the RBT to complete a variety of independent activities Points: 0/1 26. Which of these statements about the relationship between a supervisor and trainee is true? A. The supervision contract must be developed and signed by both parties before the end of the first month of accruing fieldwork hours B. A supervisor may not take as a trainee any person with whom they have every had a romantic or sexual relationship with C. The supervisor should establish expectations related to giving and accepting feedback early in the supervising relationship D. In order to supervise a trainee, a person must have been certified as a BCBA for at least one year Points: 0/1 27. Robby's mother is teaching him to help with household chores. Last week, she taught him how to pair up his clean socks by matching the color of the stripe on each sock with its match. Today, when she brought out a laundry basket full of his sister's clean clothes, he began pairing her clean socks on his own by matching them according to their designs and patterns. What was Robby demonstrating when he was able to pair his sister's socks without being taught? A. Reflexivity B. Symmetry C. Transitivity D. Mutual entailment Points: 1/1 28. Miguel loved playing first-person shooter games on his game system, teaming up and fighting against players from all over the world. One day, his team lost a big battle because he accidentally selected the wrong weapon and failed to destroy their opponent's tank. Enraged by his own mistake, he threw his game controller at his television and broke it. Miguel used all of his savings to buy a new television. From that day forward, any time he got angry while playing a game, he would walk away from the game and take a break, no longer throwing his controller at the TV. What contingency best describes what occurred to throwing his controller at the TV? A. Negative reinforcement B. Recovery from punishment C. Negative punishment D. Positive punishment Points: 0/1 29. Which of the following strategies alone is the least effective way to integrate cultural variables into the assessment process? A. Interview family members to understand cultural beliefs and expectations regarding behavior and intervention B. Use assessment tools that are norm-referenced and validated for individuals from the same cultural background C. Seek input from interpreters or cultural liaisons when language or cultural barriers exist D. Use standardized assessments to tailor programming goals to the specific child's current functional skills and abilities Points: 1/1 30. Will is in the early stages of his training and is learning to take data. First, his supervisor shows him an operational definition of aggression for preschooler Tony, and they role-play the examples and nonexamples listed until Will can consistently identify instances of the target behavior. Next, the supervisor has Will watch a 10-minute segment of a session, make a tally mark each time he sees Tony exhibit the target behavior, and summarizes the data after the video ends by determining the rate of the behavior. What type of measurement system was Will practicing? A. Repeatability B. Temporal locus C. Discontinuous D. Continuous Points: 1/1 31. While driving through an area that had recently been experienced significant amounts of heavy rain, you come across a temporary street sign that says "Road closed" next to a sign on a post that says "Impassible during high water," so you turn your car around and search for another route. Turning your car around after seeing these signs can be best described as: A. Contingency-shaped behavior B. Self-management C. Rule-governed behavior D. Reflexive behavior Points: 0/1 32. A BCBA is developing goals for her new BCBA student, Kathy. Kathy worked as an RBT for several months prior to becoming a student accruing fieldwork hours, so she feels fairly comfortable with most aspects of program delivery. However, Kathy still feels unsure of how to assess, program, and respond to problem behaviors independently. Which of the following would be the most appropriate skill that the supervising BCBA should choose to teach Kathy first? A. Implementing reinforcement procedures B. Choosing and implementing an antecedent intervention C. Conducting an FBA D. How to write a behavior intervention plan Points: 0/1 33. Tatiana is working one-on-one with a student who is provided a five-minute break to play games on his tablet after 10 minutes of participation in an adult-led academic learning activity. When the five minute timer goes off, she walks over to him and lets him know that it is time for him to come back to the table. At first, he would put down the tablet within a few seconds of her instruction and come to the work table quickly. Over time, Tatiana noticed that he was taking longer to respond, and found herself reminding him more frequently that his tablet time was up and it was work time. Before implementing a contingency to reinforce him for following her instruction to put down the tablet and come back to the table quickly, Tatiana took baseline data over 5 school days and determined that the student took an average of 47 seconds to put down his tablet and stand up after her instruction. What temporal dimension was Tatiana measuring? A. Interresponse time B. Latency C. Duration-per-occurrence D. Rate of responding Points: 1/1 34. BCBA Parker is beginning services with a family whose cultural background differs from his own. To engage in cultural humility during service delivery, which of the following should Parker avoid? A. Engaging in ongoing self-reflection to recognize his own personal biases and their potential impact on service delivery B. Asking the family about their values, traditions, and expectations regarding the child's behavior and his use of interventions C. Assuming that his own cultural norms and practices will apply to this client since the science of behavior is applicable to all clients D. Adjusting intervention strategies to align with the family's cultural values while making sure his practices continue to be evidence-based Points: 0/1 35. For most people, social praise and attention function as what type of stimulus? A. Unconditioned reinforcer B. Conditioned reinforcer C. Generalized conditioned reinforcer D. Generalized unconditioned reinforcer Points: 1/1 36. A BCBA implements extinction to decrease escape-maintained screaming behavior for a kindergarten student. During the first week of implementation, screaming intensifies and the learner begins to hit others. The teachers complain to the BCBA that the treatment is not working, and has in fact made things worse. What steps should the BCBA have taken prior to implementation? A. The BCBA should have planned for an extinction burst and prepared the stakeholders to anticipate them and strategies to manage them B. The BCBA should have implemented NCR attention prior to implementing extinction to decrease the likelihood of unwanted side effects C. The BCBA should have considered the possibility of resurgence of the screaming and planned for the potential increase of the behavior and how to manage it D. The BCBA should have instructed the teachers to carry out the intervention no matter what effects were seen Points: 0/1 37. An employee frequently makes sarcastic comments during meetings. The supervisor leading the meetings usually asks the employee to keep his comments to himself or that this isn't an appropriate time for that type of comment. Then, the supervisor stops responding to the sarcastic comments, and over time, the sarcastic comments stop. What contingency changed the rate of the employee making sarcastic comments? A. Positive punishment B. Negative punishment C. Negative reinforcement D. Extinction Points: 1/1 38. Keith, a supervisee accruing fieldwork hours, comes to his BCBA supervisor with a concern about in-home services he is providing for a client. Keith tells them that on each of his three visits to this client's home he has seen evidence of bed bugs, including bites on the client's legs, spots on the client's sheets when practicing making the bed, and that he even found a bed bug in the cuff of his pants after leaving the home yesterday. His supervisor reaches out to the client's parents with these concerns and they say they will take care of the problem right away. Across the next several weeks, the supervisor conducts several observations of Keith in the client's home and notices continued evidence of bed bugs. After several assurances that they are working on taking care of the problem, the client's parents admit that they are unable to get rid of the bugs. How should you respond when Keith asks if this situation would allow you to ethically terminate services for this client? A. No; the best practice in this case would be to switch the client from in-home to in-clinic services so the potentially harmful conditions can be avoided B. Yes; the ethics code allows for termination of services if the behavior analyst, supervisees, or trainees are being exposed to potentially harmful conditions that cannot be reasonably resolved C. No; the ethics code states that as long as the client is still benefiting from services and the family still wants services, those services should continue D. Yes; you can terminate services for any reason as long as you provide the family with a written discontinuation plan and document the steps taken Points: 1/1 39. Steve is working with a teacher in a specialized classroom for autistic students with severe behavioral needs. He has implemented several behavior analytic interventions that have successfully decreased the majority of the problem behaviors related to completing adult-led learning activities; however, unwanted behaviors stemming from interpersonal relationships between the students have not decreased. Steve is considering implementing a points system with frequent check-ins with each student focusing on individualized behavior goals for each student that will allow them to accumulate points to cash in for in-game currency for the game they play together on their tablets. Before implementing the program, he conducts a cost-benefit analysis. He considers the literal cost of purchasing the game currency, the time it will take for the teacher to implement the system in the classroom, plus the time it will take to complete the transaction when students earn downloads, and the possibility that increased problem behaviors may arise if a student fails to earn a download. Which of the following should Steve also consider in his cost-benefit analysis? A. Decreased problem behaviors may decrease the need for this specialized classroom, the teacher may not want the students to earn reinforcement that relates to their game, and using a punishment procedure may be more efficient in decreasing the problem behaviors. B. Students may begin monitoring and managing their own behaviors in order to ensure earning the points they need to exchange for downloads, and decreasing the problem behaviors relating to their inter-personal relationships with peers would be an unwanted side effect of the program. C. Decreased problem behaviors can help the students build and maintain friendships, reduce tension in the classroom overall, and increase the number of instructional minutes each student receives. The frequent check-ins may help the students more actively monitor and manage their own behaviors. D. All of these should be considered in a thorough cost-benefit analysis. Points: 0/1 40. High school student Pedro is trying to lose weight to get down to the next lower weight class for wrestling. He weighs himself on the scale in the locker room every Monday, Wednesday, and Friday and obtains the following weights in pounds over a three-week period: 163.0, 162.4, 162.4, 161.6, 161.2, 159.8, 160.0, 159.8, 159.2. Which of these statements best reflects the validity and reliability of this data? A. Pedro's data are valid but not reliable B. Pedro's data are both valid and reliable C. Pedro's data are not valid, but are reliable D. Pedro's data are neither valid nor reliable Points: 1/1 41. Two months ago, Geena went out to dinner with her boyfriend. While waiting for the server to take their order, he needed to use the restroom, so he told Geena what he wanted, then left to find the men's room. Fifteen minutes later, their food arrived at the table. He looked at his plate and then began yelling at Geena, chastising her for messing up his order. She tried to explain that she had ordered exactly what he told her, it was the kitchen that had made the mistake, but he would not listen. As he yelled at her, her heart rate increased, her breathing quickened, and her palms began to sweat. The next day she broke up with him, but ever since then, any time she has been at a restaurant with anyone and a meal is brought to the table that isn't correct, her heart rate increases, her breathing quickens, and her palms begin to sweat again. What process best describes the reoccurrence of these symptoms each time an incorrect order is delivered to Geena's table? A. Operant conditioning B. Respondent conditioning C. Operant extinction D. Respondent extinction Points: 0/1 42. You are conducting an in-home observation to collect descriptive assessment data for a client's aggressive behavior that occurs far more frequently at home than in other settings. Which of the following represents the most likely potential problem with the data you are collecting? A. Your results may demonstrate a false positive for the escape function because the parents may avoid placing demands in order to limit or prevent aggressive behaviors B. Your results may demonstrate a false positive for the attention function because attention is frequently available at home in both the presence and absence of the aggressive behaviors C. Your results may allow you to calculate the conditional probability of the aggressive behaviors based on the proportion of events followed by a specific antecedent D. Your results may provide valuable information on the environmental variables associated with the aggressive behaviors, allowing you to hypothesize the function of the behaviors Points: 1/1 43. Kenya habitually worries about all the bad things that could happen if she were to show up late to work or social events. She imagines her angry boss yelling at her in front of her coworkers, about what might happen to her if she lost her job, and also worries about her friends getting tired of her being late and cutting her out of their friend group. As a result of her constant worrying, Kenya makes sure to set extra alarms that enable her to get up, get ready for work, and arrive at work 15 minutes early each day. She also sets timers that prompt her to arrive at social gatherings 15 minutes early. According to radical behaviorism, what is the best explanation for Kenya's behavior? A. The mind controls behavior, so Kenya's habitual worrying about being late, causes her to take actions to prevent it B. Kenya's worrying cannot be observed by others; however, her actions can be observed, and the relationship between setting alarms and timers and arriving at work or social events early can be studied C. Although Kenya's thoughts cannot be observed by others, they are still considered behaviors and as such should be taken into account when considering her public behaviors D. The principles of behavior apply to private events as well as publicly observable behaviors, and, therefore, Kenya's worrying behavior continues because it is being reinforced Points: 0/1 44. Carlos was out for dinner with some friends when one of his buddies told a joke that got a big laugh from the rest of the group. The next day at work, Carlos told the same joke to his coworkers and also got a big laugh. This made Carlos feel more confident and well-liked at work, so he continued to repeat his buddy's jokes at work to get his coworkers laughing. During their next night out, his buddy told a misogynistic joke that resulted in some critical comments from his peers. The next day at work, when Carlos was repeating his friend's jokes to his coworkers, he chose not to retell the joke that had received negative feedback in his friend group. Which of the following best explains why Carlos did not retell the misogynistic joke? A. Modeling and imitation B. Positive punishment C. Observational learning D. Contingency-controlled behavior Points: 0/1 45. Rashida and her BCBA supervisor are working together on assessing preferences of their client. She sent questionnaires to the client's parents and teacher and carefully watched the client himself during free play time, then compiled a list of stimuli to use in her assessment. Across three trials, she presented each item to him in random order, then recorded whether or not he approached, made contact, or engaged with the item, and recorded the duration of the engagement. Afterwards, Rashida created a ranked list of stimuli based on the engagement data. What type of stimulus preference assessment did Rashida conduct? A. Forced-choice B. Free-operant C. Multiple D. Single-stimulus Points: 1/1 46. When evaluating staff attendance, you find that a certain RBT is frequently absent on Mondays. You speak with the RBT about their pattern of absences and they state that they struggle to obtain transportation to and from work, which is why they are frequently very early for their shifts on other days of the week, but often miss Mondays. Which action is most consistent with using a function- based approach to address performance issues? A. Show the RBT how to use a ride-share app and inform them that future absences on Mondays will result in write-ups B. Collaborate with the RBT to identify solutions, such as adjusting shift days/times or discretely seeing if other staff are available for carpooling C. Implement a procedure across all staff to reinforce perfect attendance during each pay period D. Since the environmental variables leading to the absentee behavior is occurring outside of the work environment, there are no appropriate actions for you to take Points: 0/1 47. Brandon is enjoying a rare day of having the house to himself so he makes himself a huge, cartoon-worthy sandwich with extra layers of cheese and lunchmeat. He grabs a bag of chips, heads back to his sofa, starts his favorite superhero movie, and begins chowing down on his food. Two bites in, he hears a high pitched "beep, beep, beep" coming from the kitchen signaling that the refrigerator is left open. He thinks to himself "that thing is never going to stop beeping and ruining the movie unless I close it," so he pauses the movie, goes out to the kitchen, and closes the refrigerator door. Which of the following terms best describes the beeping from the refrigerator? A. SD for closing the refrigerator B. S-Delta for closing the refrigerator C. Establishing operation for removal of the beeps D. Abolishing operation for the beeps Points: 1/1 48. While playing with his toddler at home, James began stacking an assortment of colorful blocks, one on top of the other. When the stack reached a couple feet tall, James knocked it over and feigned horror at its destruction, much to the delight of his son, Jeremiah. When the boy said, "again Daddy, again," James started rebuilding the tower and began asking Jeremiah to hand him blocks. "Give me the green one," James said, followed by "yes, this is green; now give me the yellow one," as Jeremiah handed him the correct colored block. They continued playing in this manner all afternoon, with James asking Jeremiah for specific colored blocks, building taller and taller towers, and then crashing them (while continuing to pretend to be horrified, of course), until Jeremiah tired himself out laughing. Which of the following best describes Jeremiah's selection of the correct colored blocks for building the towers? A. Generalization training B. Discrimination training C. Stimulus generalization D. Stimulus discrimination Points: 0/1 49. Which of the following rules is least likely to be effective? A. If I have too many drinks tonight, I'm going to feel like garbage while hanging out with my best friend tomorrow B. If I walk 10,000 steps today, I'll be a little bit healthier C. If I leave my cake in the oven for too long, it will surely be ruined D. If I miss my sister's baby shower, she will never forgive me Points: 0/1 50. Diana has been a BCBA for 8 years and has worked with many supervisees accruing fieldwork hours. During her first supervision meeting with each new supervisee, Diana talks with them about the use of behavior-analytic supervision. First, they talk about how the impact of quality supervision reaches far beyond their own supervisor-supervisee relationship and how ineffective supervision would similarly have far-reaching effects. They discuss the types of procedures and techniques that will be used, along with the benefits of using behavior-analytic supervision and the potential risks of ineffective supervision. After discussing the topic, Diana asks each supervisee to write a paragraph explaining why they want her to use behavior-analytic supervision with them. Which of the following options would be least likely for a supervisee to include in their paragraph? A. "I want Diana to use behavior-analytic supervision with me so that I can learn all I need to know to be a good BCBA, including how to follow the Ethics code. Then, when I have my own clients and my own supervisees, I can provide quality services to them, as well." B. "When Diana uses behavior-analytic supervision practices with me, I will also be learning how to use behavior-analytic supervision practices with others. Not only will I be a better practitioner, my future supervisees will also be better practitioners resulting in better client outcomes all around." C. "Behavior-analytic supervision is evidence-based, and I would like the same consideration used for choosing practices and procedures that will help me in my supervision that I will someday use with my own clients and supervisees. This will ensure that Diana's effective supervision practices carry over into the future." D. "Diana should use behavior-analytic supervision practices with me so that I can ensure that my ethical violations don't escalate and that my own supervisees' ethical violations also do not escalate to any serious consequences. This will allow me and my supervisees to provide continued care for our clients." Points: 1/1 51. Julia has a history of throwing her toys around the room when told it is time to clean up. Previously, her dad would wait until Julia stopped throwing toys, return the toys to the area where she was playing, and provide physical prompting until Julia cleaned up the toys. The first time this occurred when her mother was home, she collected the thrown toys, which included several of Julia's favorites, and told her that those toys would not be available the rest of the day. The next day Julia threw her toys again, and her mother collected them and said they were not available for the rest of the day. After that, whenever Julia was told it was time to clean up her toys, she would put them away in her room without throwing them. What contingency occurred for toy-throwing behavior? A. Extinction B. Positive punishment C. Negative reinforcement D. Negative punishment Points: 1/1 52. Meesha loves playing the card game Euchre and has fond memories of playing in Euchre tournaments at band camp, family reunions, and at informal parties with her friends, but no one else in her current friend group know how to play or has any interest in learning. Over the years, Meesha has tried to introduce the game to several of her friends, but after some teasing about liking a "grandma's game," she gave up. When she received a packet in the mail about her 10-year class reunion, she decided to look at the information, even though she did not plan to attend. Reading over the schedule of activities for the weekend, she was thrilled to see a game night planned for the Friday night before the main events on Saturday that was set to include a Euchre tournament. That night Meesha made a reservation to attend, and two months later made the three-hour drive to her parents' house to stay with them a few nights while she attended, and greatly enjoyed, the class reunion. Seeing the Euchre tournament listed in the class reunion schedule likely created what effects? A. An establishing effect on the reinforcing value of the class reunion and an evocative effect on attending the reunion B. An establishing effect on the reinforcing value of Euchre and an evocative effect on attending the reunion C. An abolishing effect on the punishing value of missing the reunion and an abative effect on skipping the reunion D. An evocative effect on the reinforcing value of class reunions and an establishing effect on playing Euchre tournaments Points: 1/1 53. A behavior analyst is developing a self-management program for a teenage client, Hector, who frequently forgets to complete homework. Together they write the following rule: "If I complete my homework before dinner, I can watch one hour of TV after dinner time." After a week of low adherence, the analyst decides to evaluate and revise the rule. Given that each of the following pieces of information are true, which would be the least important to inform an edit for the program? A. Hector's favorite show is on right after school and not later in the evening B. Hector's friends usually log on to play video games after dinner, which is more highly preferred C. Hector often refuses what is being served for dinner which is concerning for parents D. Hector often does not remember what homework assignments he needs to do for the day Points: 0/1 54. After following the necessary processes, a BCBA writes a treatment plan for Neville that includes a contingent time-out procedure for aggression as well as teaching a functional replacement behavior to play. Within a few days, the RBTs that work with him begin reporting to the BCBA that Neville is demonstrating avoidance behaviors from them. Which of these strategies would be best to mitigate this unwanted effect and further strengthen the plan's ability to decrease aggression? A. Provide play after each time-out implementation to pair the RBTs with reinforcement B. Provide time-out for the avoidance behaviors as well C. Offer play at the start of the session and on a DRO schedule to pair the RBTs with reinforcement D. Offer play at the start of the session and noncontingently to pair the RBTs with reinforcement Points: 0/1 55. You are working with Mrs. Garcia, a high school math teacher, to support a student who has asked for help to monitor and increase their own on-task behavior during their daily math class. Working with the student and the teacher, you wrote an operational definition for "on-task behavior" and created a contingency contract that the student will manage. As part of their self-monitoring, the student will be taking their own data on the amount of class time they remain on-task. In addition, you plan to meet as a team each Friday afternoon and review the data for the week. If the student's data is within a pre-determined range of Mrs. Garcia's data, the student will earn extra reinforcers in addition to what is provided for in the contingency contract. Which measurement procedure would be the best choice for Mrs. Garcia and her student to collect data on class-time engagement. A. Total duration B. Whole interval recording C. Momentary time sampling D. Mean duration-per-occurrence Points: 0/1 56. Siobhan is an elementary school student being served by a multi-disciplinary team. While meeting to discuss her needs, the fourth grade teacher, Mrs. Greene, brings up Siobhan's difficulty with sustained focus, saying "she just can't stay focused on what she's doing because she doesn't have self-control." When the special education teacher asked Mrs. Greene why she said Siobhan didn't have self-control, she replied, "well, like I said, she just can't stay focused for very long." Regarding Mrs. Greene's statements, which of these terms best describes self-control? A. Hypothetical construct B. Circular reasoning C. Explanatory fiction D. Both A and B Points: 0/1 57. You're listening to a presentation at a local ABA conference about a study that could provide information that would be useful with one of your clients. The participant was an adolescent girl who had a history of making sexually suggestive comments to adult men in her environment which a functional analysis determined were attention-maintained with a possible secondary function of escape from demands. After a baseline phase, the researcher implemented a DRA procedure where the girl was taught to ask for a break when presented with a demand. After five sessions, the researcher switched to an NCR phase where the girl was provided with attention on a dense time-based schedule. The researcher conducted two more alternating phases of 3-5 data points each in the DRA condition and the NCR condition with an additional baseline phase following the second DRA phase. Which single-case experimental design did the researcher conduct? A. Changing criterion design B. Alternating treatments design C. Multiple baseline across interventions design D. Reversal design Points: 1/1 58. BCBA Rhonda is currently supervising four trainees who are accruing fieldwork hours. Rhonda meets with each trainee individually on a weekly basis, and also meets with all four supervisees for group supervision meetings twice each month. Rhonda has noticed that one supervisee, the only male in the group, tends to dominate group sessions, and that the other three supervisees seem hesitant to contribute. Rhonda reflects on her supervisory practices and consults with two colleagues who also provide group supervision to trainees. Based on this self-reflection and input from her colleagues, Rhonda restructures her group supervision sessions to promote equal participation among her trainees and takes actions to ensure that all trainees feel safe and supported in sharing their experiences and asking questions. Rhonda's adjustment best relates to which aspect of effective supervision? A. Establishing psychological safety B. Promoting equity in supervision practices C. Shaping participatory behaviors D. Conducting supervision ethically Points: 1/1 59. BCBA Priya implements a variable-time schedule in which a client is given access to an indoor or outdoor swing for 5 minutes about every half hour, regardless of the client's behavior, leading to a decrease in motor stereotypy and other off-task behaviors. What behavioral principal best describes this outcome? A. Access to the swings on a time-based schedule created an evocative effect on the target behaviors B. Swinging on a time-based schedule tired the client out, so they had less energy to engage in off-task behaviors C. Access to the swings reinforced the client's on-task behaviors D. The noncontingent reinforcement decreased the EO maintaining the behavior, reducing its occurrence Points: 1/1 60. Bree, a BCBA at a middle school, is working with Eric, who often completes difficult academic tasks when given verbal encouragement and a token. During one session, after Eric completes his task, Bree provides verbal encouragement, but is distracted by another student and forgets to give Eric the token. In the following session, Eric refuses to complete the task. What is the best explanation for the drop in responding? A. The verbal encouragement is a generalized conditioned reinforcer B. The client is under stimulus control of the token C. The verbal encouragement alone was not sufficient as a reinforcer D. The task lost its novelty and became aversive Points: 1/1 61. BCBA Louise is writing an intervention goal for Gene to increase peer engagement that states: "Gene will develop better social skills with classmates." Which of the following best revises this goal to be observable and measurable? A. Gene will increase his confidence around peers through cooperative play B. Gene will initiate greetings with peers during recess at least once per day C. Gene will improve his social awareness by watching what peers are doing during recess D. Gene will make more friends at school by interacting with peers during recess Points: 1/1 62. A BCBA is providing supervision for an RBT who has worked at the clinic for several years. During an observation, the BCBA notes that the RBT is not consistently providing reinforcement on the correct schedule. The BCBA looks in the RBT's file and notes that they have previously participated in behavior skills training (BST) to work on delivering reinforcement according to the prescribed reinforcement schedule. BST logs indicate that the RBT demonstrated mastery of the skill during training sessions. The file also includes information indicating that observations showed the RBT demonstrating correct reinforcement delivery consistently for several months after participating in BST. Based on this information, what is the best next step for the supervising BCBA to take? A. The BCBA should conduct a BST training session for the RBT to ensure that they still remember how to implement the reinforcement schedule correctly B. The BCBA should hold a staff meeting and retrain providing reinforcement using BST so that all staff will be able to demonstrate the skill correctly and help each other out when mistakes are made C. The RBT should be placed on unpaid leave until they are able to pass a competency check that includes implementing the correct schedule of reinforcement D. The BCBA should provide corrective feedback to the RBT and document it, then ensure ongoing then provide frequent observations and feedback for this skill Points: 1/1 63. You are supporting a fourth grade teacher as a school-based BCBA. After trying multiple strategies using a variety of reinforcement procedures that were not successful, you decide to implement a response cost procedure to decrease a student's disruptive behavior in the classroom. Each time the student disrupts the class with vocal outbursts, they lose one token from their daily token economy. After two weeks, data shows a significant decrease in the rate of disruptive behavior. However, you also notice that the student appears withdrawn and less engaged in class activities. Which of the following is the most appropriate next step to take to evaluate the punishment procedure? A. Increase the number of tokens removed for each instance of vocal outbursts B. Discontinue the intervention immediately and switch to another reinforcement-only procedure C. Run a cost-benefit analysis of the procedure to determine if the outcomes are socially valid D. Continue the procedure as planned since the target behavior has greatly decreased Points: 1/1 64. Adeya is a BCBA supporting a teenage client, Christopher, at his school's prom. Christopher's parents were ecstatic that their son was going to have the opportunity to participate in a traditional high school experience and took tons of pictures of him all dressed up, including some pictures posing with Adeya. That night, when she brought Christopher back home, his parents listened happily to Adeya's account of how well Christopher had done, how he had asked several people to dance just as they had practiced, and how happy he had been when they agreed to dance with him. They also looked excitedly at the pictures Adeya had helped Christopher take on his phone, and declared the night a complete success. The next day, Christopher's parents texted several pictures to Adeya, including some he had taken at prom and one of them posing together at their house before prom, and told her that she could post them on her Instagram to show some of the amazing work she'd been doing. Is it okay for Adeya to post the pictures on her social media? A. No; the Ethics code only allows behavior analysts to post digital content of clients on personal social media accounts if the client is of legal age B. No; the Ethics code states that behavior analysts cannot post digital content of clients on personal social media accounts C. Yes; since the parents gave informed consent, Adeya can post the pictures on her personal social media accounts as long as she blurs out Christopher's face and does not include his name or the name of the school D. Yes; since the parents gave informed consent, Adeya can post the pictures on her personal social media account as long as she includes a disclaimer stating that informed consent was obtained Points: 0/1 65. Patty and her supervisor are discussing a study published in the most recent edition of a peer-reviewed journal and Patty is wondering if she would be able to replicate the results in her setting. Patty discusses how similar one of her clients is to the participant in the published study, and how similar the target behavior is as well. Her supervisor points out how the research controlled for extraneous variables, and how she could control for those variables in her clinic. She related that to the strong degree of experimental control that was shown and wondered if Patty would be able to maintain such high internal validity if she attempted the experiment with her own client. If Patty wanted to add to the conversation by pointing out the study's degree of external validity, which of the following statements should she make? A. The study's method of randomized data collection combined with increased collection of interobserver agreement data helped to minimize or prevent observer drift. B. The article stated that their intervention procedure had already been replicated with another subject with a similar target behavior, and hypothesized that further replications with similar subjects were likely to be successful. C. The study managed possible practice effects by keeping the baseline phase short. D. The intervention used in the study was deemed highly acceptable by the family of the subject and the results were labeled as highly effective in a post-study survey. Points: 0/1 66. Sarah has been working with her BCBA supervisor Kyle for the past two years as she accrued her BCBA hours, and was always impressed by Kyle's passion for the science of behavior and his dedication to always benefit his clients. Thanks in large part to Kyle's training, Sarah passed her BCBA exam a month after finishing accruing her supervision hours and was immediately hired by a clinic in the next town over. While out with friends that Friday night to celebrate passing her exam and getting her first BCBA job, Sarah ran into Kyle at the restaurant. They chatted for a while, and when Sarah said she needed to return to her friends, she smiled and said yes when Kyle asked if he could text her the next day. They texted back and forth frequently throughout the weekend, and on Sunday night, Kyle texted asking Sarah if she would go on a date with him, and she happily agreed. Which statement below most accurately reflects the ethical concerns with Kyle and Sarah dating? A. To avoid potential conflicts of interest, Kyle and Sarah must wait at least 6 months after their professional relationship ended before entering into a romantic relationship B. Due to the risk of impaired judgement, Kyle and Sarah must wait at least 2 years after their professional relationship ended before entering into a romantic relationship C. Since they can document that their professional relationship as supervisor and supervisee has ended, there are no ethical concerns with them dating D. The ethics code does not pertain to romantic relationships, so Kyle and Sarah dating does not pose an ethical concern Points: 1/1 67. You are working with a client