Behavior Analysis Quiz

A BCBA is conducting a functional analysis for a student who engages in hitting behaviour. An educational assistant provides a demand and every time she uses a gestural prompt the student engages in hitting behaviour. When she uses a model prompt the student doesn’t engage in hitting behaviour. Given only this information, the student engaging in hitting behaviour when given a gestural prompt is an example of:

• Poor prompt fading

• Control

• Prediction

• Over prompting and/or not allowing for an independent response

A BCBA joins a team meeting for a 33 year old client to help determine goals. The team shares that they want to teach the client how to do simple language sheets as an important next goal because the client appears to not mind doing them. You advocate that teaching the client to make a meal for themselves should be targeted before teaching the simple math sheets because they are preparing to live independently within the next 6 months. What dimension of ABA is this BCBA most closely following?

• Analytical

• Conceptually systematic

• Generality

• Applied

A family meets with their previous clinical supervisor from 5 years ago to share all of the progress their child has made. The BCBA is very excited for the family and explains how the environment changes an individual over their lifetime. What concept might the BCBA be referring to:

• Phylogeny

• Ontogeny

• Pathogeny

• Maturation

A graduate student is studying compound schedules of reinforcement using rats as the participant of their study. They want to determine if a concurrent or conjunctive schedule has the strongest effect on increasing food seeking behaviour. This is likely:

• Behaviourism

• Practice guided by the principles of applied behaviour analysis

• Experimental analysis of behaviour

• Applied behaviour analysis

A BCBA meets with a teacher regarding a student who is engaging in screaming behaviour. The teacher explains that the screaming just happens ‘out of the blue’ and that there isn’t a trigger for the behaviour. The BCBA explains that behaviours don’t happen ‘out of the blue’ and events in the universe are orderly and predictable. The BCBA must be using:

• Determinism

• Empiricism

• Pragmatism

• Philosophic doubt

The stimulus organism variable response (S-O-R) is best known in what school of behaviourism:

• Radical behaviourism

• Mentalism (mentalistic behaviourism)

• Pragmatism (pragmatic behaviourism)

• Methodological behaviourism

A client has a behaviour reduction plan for self-injurious behaviour with an operational definition of the behaviour. An RBT collects antecedent, behaviour and consequence (ABC) data on the self-injurious behaviour and gives this to their BCBA supervisor. The ABC data from the RBT would best be considered as:

• Prediction

• Control

• Description

• Not accurate as RBT’s ethically can not collect ABC data

A BCBA is reviewing a school behaviour plan and the target behaviour for reduction is defined as anytime the student feels frustrated and lashes out at other kids. Focusing just on the school teams definition of the behaviour, this definition of behaviour isn’t following which dimension of applied behaviour analysis:

• Analytical

• Technological

• Behavioural

• Applied

Brenda is working with a client who engages in clothes ripping when the clothing has a tag on it. The therapist explains that the tags create frustration which causes the behaviour to happen. Charlie explains that feelings make the environment more or less desirable. Charlie is likely using which school of behaviourism:

• Radical behaviourism

• Pragmatism (pragmatic behaviourism)

• Methodological behaviourism

• Mentalism (mentalistic behaviourism)

A BCBA working in a school provides coaching and modelling to a teacher on how to teach functional escape using functional communication training and a break card. This is likely:

• Practice guided by the principles of applied behaviour analysis

• Behaviourism

• Experimental analysis of behaviour

• Applied behaviour analysis