Exam Practice 5 (6th ed)

78) After a functional behavior assessment, the behavior analyst determines that

the function of a child's aggression is to gain access to tangible items. The

analyst decides to teach the child how to request access to preferred

activities. Which of the following considerations should the analyst most

prioritize when selecting this socially valid alternative behavior?

• The replacement behavior must ideally be easier for the child to perform than the

  aggressive behavior

• The replacement behavior should require more effort than the problem behavior to

  discourage it

• The replacement behavior should be socially acceptable but only occasionally

  reinforced

• The replacement behavior must be taught in isolation, without addressing the

  maintaining contingencies of the problem behavior

79) A multiple-baseline design is used to assess the impact of an intervention on

reducing aggression, property destruction, and self-injury. The intervention is

applied sequentially and data are collected before and after the intervention is

implemented. Which of the following best describes a key feature of this

single-case experimental design?

• The intervention is tested on multiple participants simultaneously

• The design relies on group comparisons and statistical analysis

• The design relies on repeated measures

• The behaviors are measured intermittently rather than repeatedly

80) A behavior analyst wants to collect data on how often a student is off-task

during a 30-minute math class. The analyst decides to observe the student at

the end of every 5-minute interval to record whether the student is on-task or

off-task. What type of discontinuous measurement procedure is the analyst

using?

• Partial interval recording

• Whole interval recording

• Frequency recording

• Momentary time sampling

81) A behavior analyst is gathering information to understand the factors

influencing a child’s behavior at school. The analyst asks the teacher and

parents questions about the circumstances surrounding the behavior and uses

rating scales to collect data about potential triggers and consequences. The

child is also asked about their likes and dislikes. What should the analyst do

now?

• Conduct a reinforcer assessment and start planning treatment

• Conduct a direct behavior assessment

• C. Verbal stimulus to respond; generalized conditioned reinforcementEvaluate the collected data and start designing function-based treatments

• Conduct a functional analysis on the behaviors that were mentioned by the teacher

  and parents

82) Alan is much more likely to be thirsty for water after playing outside on a hot

day opposed to sitting inside his house watching television. Alan will only ask

for water if he sees a water bottle nearby. How do you explain the relationship

between Alan's behavior and the environment?

• The hot weather is a MO, and the bottle has stimulus control

• The hot weather and the bottle both have stimulus control

• The hot weather has stimulus control while the bottle is a MO

• The hot weather and bottle are both motivating operations

83) Lisa puts together a research design that involves 4 participants. She reaches

out to each participant to ask when they would be able to start. Some of the

participants are available as early as next week, but some can't start for

another couple of weeks. Lisa decides she will start one participant now, and

then the next one in a week or so, at which point she might move the first

participant to intervention. What design does this resemble?

• Multiple probe design

• Multiple baseline design

• Delayed multiple baseline design

• Multielement design

84) A case review highlights the fact that the client in question has been kicked

out of multiple schools and is a possible victim of abuse from one or more

stakeholders. The client is very combative around adults, will lash out if given

feedback, and will sometimes engage in property destruction. How did this

behavior likely come about?

• Selection by consequences

• The ontogenic history of the client

• The phylogenetic history of the client

• Both A and B

87) You, a behavior analyst, are developing a behavior plan for a 13-year-old

whose family is from East Asia. You've never been to Asia and are very

unfamiliar with the culture. The family expresses concern that some of your

interventions are not aligned with their cultural practices. What is the first

thing you should do to remain culturally responsive?

• Continue the intervention as is as long as it is empirical and data-based

• Make any and all adjustments the family requests to meet their cultural needs

• Modify your interventions to incorporate their cultural values and practices while

  remaining effective

• Refer the family to a professional who is familiar with their culture

88) Jace used to write on the desk at school when he was bored in class. As part

of a differential reinforcement intervention, he was given a piece of scratch

paper and told to write on the scratch paper instead. After a while, Jace

stopped receiving reinforcement for writing on scratch paper and went back to

writing on the desk. What likely occurred to cause this?

• Extinction

• An extinction burst

• Spontaneous recovery

• Resurgence

89) Alain is assigned a new client he has never met before. He plans to gather all

relevant information before beginning his treatment. What is the most

appropriate source of information to review at the very start before going into

a formal assessment?

• Direct observations of current behavior

• Interviews with the client's siblings

• Historical data including medical records and prior treatment records

• Reinforcer assessments conducted by previous analysts