Final ABAT exam QUESTIONS WITH |\ |\ |\ |\ |\
ANSWERS
You notice your client starts pacing the room, swinging their
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
hands, and vocal stemming. Within a few moments your client
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
engages in a full meltdown. What would the pacing, swinging,
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
and vocal stemming be known as?
|\ |\ |\ |\ |\
Precursor Behavior |\
Which graph is most commonly used in ABA?
|\ |\ |\ |\ |\ |\ |\
Line graph |\
Your client displays severe anxiety during transitions at school.
|\ |\ |\ |\ |\ |\ |\ |\ |\
Which visual support could you implement at the beginning of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
each school day to help ease the transition process?
|\ |\ |\ |\ |\ |\ |\ |\
Daily Schedule |\
A brother and sister are playing in a room together, but the sister
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
does not want to share her cars. When her brother takes a car,
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
she bites him. As a consequence for biting, her father takes all of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
her cars for the rest of play time. The next time they play, the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
sister does not bite her brother. This is an example of what type
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
of operant conditioning?
|\ |\
Negative punishment |\
,Functional Behavior Assessments or FBAs helps determine what
|\ |\ |\ |\ |\ |\ |\ |\
relationship?
The relationship between goals and objectives.
|\ |\ |\ |\ |\
Which of the following is not a component of Positive Behavior
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Supports or PBS? |\ |\
Punishment Procedures |\
The stimulus/cue that when present evokes behavior because in
|\ |\ |\ |\ |\ |\ |\ |\ |\
the past the behavior has been reinforced in its presence is
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
known as? |\
Discriminative Stimulus |\
In Person-Centered Planning, what group of people should be
|\ |\ |\ |\ |\ |\ |\ |\ |\
included in the circle of support?
|\ |\ |\ |\ |\
The client's family.
|\ |\
You deliver reinforcement every time your client responds
|\ |\ |\ |\ |\ |\ |\ |\
correctly. What schedule of reinforcement are you using?
|\ |\ |\ |\ |\ |\ |\
Fixed Ratio |\
What is the primary purpose of the Individuals with Disabilities
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Education Act (IDEA)? |\ |\
To provide individuals with disabilities with a Free and Public
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Education (FAPE) |\
, "In auditory processing disorder, what do individuals struggle to
|\ |\ |\ |\ |\ |\ |\ |\ |\
do with sound?"
|\ |\
understand the meaning of sounds |\ |\ |\ |\
Before starting your session, a parent lets you know that Bobby
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
did not sleep well the night before. For the first program you
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
place the demand, "do puzzle", Bobby immediately begins
|\ |\ |\ |\ |\ |\ |\ |\
protesting, and you redirect him to use his words to request more |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
time. What is the setting event?
|\ |\ |\ |\ |\ |\
Not sleeping well the night before
|\ |\ |\ |\ |\
Which of the following is an example of perseverative or
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
stereotypical behavior? |\
body rocking |\
The FBA consists of which type of assessment styles?
|\ |\ |\ |\ |\ |\ |\ |\
Direct and indirect |\ |\
For the first 2 weeks of session the BI provided client with lots of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
praise and fun activities. On the third week, as soon as the BI
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
walked into the door the client jumped up and was ready to work.
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
What has occurred?
|\ |\ |\
Pairing
During the transition from recess back to class the teacher
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
withholds reinforcement if she see's John pulling shirts of other
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
peers. The teacher will deliver reinforcement if John is observed
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
walking with his hands in his pockets during the transition. The
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
ANSWERS
You notice your client starts pacing the room, swinging their
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
hands, and vocal stemming. Within a few moments your client
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
engages in a full meltdown. What would the pacing, swinging,
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
and vocal stemming be known as?
|\ |\ |\ |\ |\
Precursor Behavior |\
Which graph is most commonly used in ABA?
|\ |\ |\ |\ |\ |\ |\
Line graph |\
Your client displays severe anxiety during transitions at school.
|\ |\ |\ |\ |\ |\ |\ |\ |\
Which visual support could you implement at the beginning of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
each school day to help ease the transition process?
|\ |\ |\ |\ |\ |\ |\ |\
Daily Schedule |\
A brother and sister are playing in a room together, but the sister
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
does not want to share her cars. When her brother takes a car,
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
she bites him. As a consequence for biting, her father takes all of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
her cars for the rest of play time. The next time they play, the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
sister does not bite her brother. This is an example of what type
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
of operant conditioning?
|\ |\
Negative punishment |\
,Functional Behavior Assessments or FBAs helps determine what
|\ |\ |\ |\ |\ |\ |\ |\
relationship?
The relationship between goals and objectives.
|\ |\ |\ |\ |\
Which of the following is not a component of Positive Behavior
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Supports or PBS? |\ |\
Punishment Procedures |\
The stimulus/cue that when present evokes behavior because in
|\ |\ |\ |\ |\ |\ |\ |\ |\
the past the behavior has been reinforced in its presence is
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
known as? |\
Discriminative Stimulus |\
In Person-Centered Planning, what group of people should be
|\ |\ |\ |\ |\ |\ |\ |\ |\
included in the circle of support?
|\ |\ |\ |\ |\
The client's family.
|\ |\
You deliver reinforcement every time your client responds
|\ |\ |\ |\ |\ |\ |\ |\
correctly. What schedule of reinforcement are you using?
|\ |\ |\ |\ |\ |\ |\
Fixed Ratio |\
What is the primary purpose of the Individuals with Disabilities
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Education Act (IDEA)? |\ |\
To provide individuals with disabilities with a Free and Public
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Education (FAPE) |\
, "In auditory processing disorder, what do individuals struggle to
|\ |\ |\ |\ |\ |\ |\ |\ |\
do with sound?"
|\ |\
understand the meaning of sounds |\ |\ |\ |\
Before starting your session, a parent lets you know that Bobby
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
did not sleep well the night before. For the first program you
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
place the demand, "do puzzle", Bobby immediately begins
|\ |\ |\ |\ |\ |\ |\ |\
protesting, and you redirect him to use his words to request more |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
time. What is the setting event?
|\ |\ |\ |\ |\ |\
Not sleeping well the night before
|\ |\ |\ |\ |\
Which of the following is an example of perseverative or
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
stereotypical behavior? |\
body rocking |\
The FBA consists of which type of assessment styles?
|\ |\ |\ |\ |\ |\ |\ |\
Direct and indirect |\ |\
For the first 2 weeks of session the BI provided client with lots of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
praise and fun activities. On the third week, as soon as the BI
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
walked into the door the client jumped up and was ready to work.
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
What has occurred?
|\ |\ |\
Pairing
During the transition from recess back to class the teacher
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
withholds reinforcement if she see's John pulling shirts of other
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
peers. The teacher will deliver reinforcement if John is observed
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
walking with his hands in his pockets during the transition. The
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
