BCBA (10) Questions with CORRECT Answers
Question:
Things to Consider Before the Assessment (Consideration #4)
Answer:
4. Reactivity: before starting an assessment, keep in mind that the assessment
process in itself can impact behavior; behavior can change just due to the
presence of the assessor -Document client reactive effects in reports for client's
funding source (e.g. insurance company, school district, private pay source)
Example: When writing your assessment or quarterly report, look for possible
increases in the challenging behavior due to another individual's presence during
sessions or observations. If an increase is observed in the data, document it by
writing the info next to the graph: "On ____ (this date(s)), another observer was
also present, thus, this behavior increase may be attributable to a reactive
effect" -Offset reactive effects by being as unobtrusive as you can Example:
During your school observations, try not to be noticed by the client or others in
the classroom by observing from the back corner of the classroom, by taking data
inconspicuously, and not making eye contact with anyone in the classroom -Reactive
effects are usually temporary, so keep assessing (because the reactive effects
should go away over time) Example: During your 1st 2 assessment observations at
the client home, you hypothesize reactive effects (increased crying) due to your
novel presence in the client home, therefore you observe the client 5-6x. You see
that the crying stops and she displays more "normative" athome behaviors
(according to her mother)
Question:
Significant Behavior (#6)
Answer:
Example: Teaching a teenager to use a real phone instead of a toy phone
Question:
Prerequisite behaviors vs. behavioral cusps
Answer:
Behavior cusps do NOT equal prerequisite behaviors
Question:
Things to Consider Before the Assessment (Consideration #4)
Answer:
4. Reactivity: before starting an assessment, keep in mind that the assessment
process in itself can impact behavior; behavior can change just due to the
presence of the assessor -Document client reactive effects in reports for client's
funding source (e.g. insurance company, school district, private pay source)
Example: When writing your assessment or quarterly report, look for possible
increases in the challenging behavior due to another individual's presence during
sessions or observations. If an increase is observed in the data, document it by
writing the info next to the graph: "On ____ (this date(s)), another observer was
also present, thus, this behavior increase may be attributable to a reactive
effect" -Offset reactive effects by being as unobtrusive as you can Example:
During your school observations, try not to be noticed by the client or others in
the classroom by observing from the back corner of the classroom, by taking data
inconspicuously, and not making eye contact with anyone in the classroom -Reactive
effects are usually temporary, so keep assessing (because the reactive effects
should go away over time) Example: During your 1st 2 assessment observations at
the client home, you hypothesize reactive effects (increased crying) due to your
novel presence in the client home, therefore you observe the client 5-6x. You see
that the crying stops and she displays more "normative" athome behaviors
(according to her mother)
Question:
Significant Behavior (#6)
Answer:
Example: Teaching a teenager to use a real phone instead of a toy phone
Question:
Prerequisite behaviors vs. behavioral cusps
Answer:
Behavior cusps do NOT equal prerequisite behaviors
