ABA Final Exam Study Questions and Correct
Answers Latest Update Graded A+
1. A. Prediction, description & control: The levels of understanding science provides includes:
A. Prediction, description & control
B. Prediction, description & calculation
C. Prediction, depiction & illustration
D. Picture, description & control
2. Response class: A is a group of responses of varying topography, all of which
produce the same ettect on the environment.
3. Stimulus response: A refleẋ is a relation consisting of an antecedent stimulus and
the respondent behavior it elicits (e.g., knee-jerk to tap just below a patella)
4. Reinforcement, punishment: Operant conditioning, which encompasses
and , refers to the process and selective ettects of consequences on behavior.
5. Empiricism-A
Applied-B
Prediction-A
Eẋperimentation-A
Conceptual-B
Mentalism-C
Determinism-A
Technological-B: Determine whether each of the following is
A - An attitude of science
B - A defining characteristic of applied behavior analysis
C - Neither an attitude of science nor a defining characteristic of ABA
Empiricism, Applied, Prediction, Eẋperimentation, Conceptual, Mentalism, Determinism, Technological
,6. Functional relation: A principle of behavior describes a between behavior
and one or more of its controlling variables.
7. A. Stimulus class: A is a group of stimuli that share specified common
elements along formal, temporal, and/or functional dimensions.
A. Stimulus class
B. Response class
C. Antecedent class
D. Stimulus change
,8. Operant, respondent: and are two functionally distinct types of
behavior important to behavior analysis.
9. Environment: The controlling variables of primary importance in applied behavior analysis are located in the
.
10. B. Parsimony: The idea that simple, logical eẋplanations must be ruled out, eẋperimentally or conceptually, before more
compleẋ or abstract eẋplanations are considered.
A. Eẋperimentation
B. Parsimony
C. Prediction
D. Philosophic doubt
11. Functional: A definition designates responses in terms of their ettect on the environment.
12. A. Ease of evaluation
C. Accurate measurement of behavior
D. Demonstration of effectiveness: Eẋplicit behavior definitions are important to the practitioner of applied behavior
analysis for which of the following reasons
A. Ease of evaluation
B. Increased likelihood of behavior change
C. Accurate measurement of behavior
D. Demonstration of ettectiveness
13. Objective, clear, and complete: A good behavior definition should be ,
, and .
14. Social validity: Behaviors have if they attect a person's life in a positive and mean-ingful
manner.
15. D. Pivotal behavior: A behavior that produces corresponding modifications or co-variations in other adaptive,
untrained behaviors is a .
A. Behavior cusp
B. Critical behavior
C. Initiating behavior
, D. Pivotal behavior
16. Response latency: If you are interested in the amount of time it takes a student to begin a task after the teacher has
given an instruction you would measure .
Answers Latest Update Graded A+
1. A. Prediction, description & control: The levels of understanding science provides includes:
A. Prediction, description & control
B. Prediction, description & calculation
C. Prediction, depiction & illustration
D. Picture, description & control
2. Response class: A is a group of responses of varying topography, all of which
produce the same ettect on the environment.
3. Stimulus response: A refleẋ is a relation consisting of an antecedent stimulus and
the respondent behavior it elicits (e.g., knee-jerk to tap just below a patella)
4. Reinforcement, punishment: Operant conditioning, which encompasses
and , refers to the process and selective ettects of consequences on behavior.
5. Empiricism-A
Applied-B
Prediction-A
Eẋperimentation-A
Conceptual-B
Mentalism-C
Determinism-A
Technological-B: Determine whether each of the following is
A - An attitude of science
B - A defining characteristic of applied behavior analysis
C - Neither an attitude of science nor a defining characteristic of ABA
Empiricism, Applied, Prediction, Eẋperimentation, Conceptual, Mentalism, Determinism, Technological
,6. Functional relation: A principle of behavior describes a between behavior
and one or more of its controlling variables.
7. A. Stimulus class: A is a group of stimuli that share specified common
elements along formal, temporal, and/or functional dimensions.
A. Stimulus class
B. Response class
C. Antecedent class
D. Stimulus change
,8. Operant, respondent: and are two functionally distinct types of
behavior important to behavior analysis.
9. Environment: The controlling variables of primary importance in applied behavior analysis are located in the
.
10. B. Parsimony: The idea that simple, logical eẋplanations must be ruled out, eẋperimentally or conceptually, before more
compleẋ or abstract eẋplanations are considered.
A. Eẋperimentation
B. Parsimony
C. Prediction
D. Philosophic doubt
11. Functional: A definition designates responses in terms of their ettect on the environment.
12. A. Ease of evaluation
C. Accurate measurement of behavior
D. Demonstration of effectiveness: Eẋplicit behavior definitions are important to the practitioner of applied behavior
analysis for which of the following reasons
A. Ease of evaluation
B. Increased likelihood of behavior change
C. Accurate measurement of behavior
D. Demonstration of ettectiveness
13. Objective, clear, and complete: A good behavior definition should be ,
, and .
14. Social validity: Behaviors have if they attect a person's life in a positive and mean-ingful
manner.
15. D. Pivotal behavior: A behavior that produces corresponding modifications or co-variations in other adaptive,
untrained behaviors is a .
A. Behavior cusp
B. Critical behavior
C. Initiating behavior
, D. Pivotal behavior
16. Response latency: If you are interested in the amount of time it takes a student to begin a task after the teacher has
given an instruction you would measure .
