Free Board Certified Behavior Analyst Practice Questions

A.  

aggression.

B.  

frequency across phase changes.

C.  

return to baseline.

D.  

time-out from reinforcement.

A.  

cumulative record

B.  

equal-interval line graph

C.  

scatterplot

D.  

standard behavior (semilogarithmic) chart

A.  

James ate dinner tonight and came down with indigestion.

B.  

While throwing a chair, Linda bit her tongue.

C.  

Susan hit her head on the wall, and a staff person asked her to stop.

D.  

When asked to do her tasks, Doris said, "I will not do that!"

A.  

effective

B.  

ethical

C.  

conceptually systematic

D.  

technological

A.  

the students' baseline scores will be zero.

B.  

the students could not miss class very often.

C.  

other extraneous variables may cause their skills to improve.

D.  

she is interested in comparing the effects of three interventions at once.

A.  

Go to the direct supervisor and request that an incentive system be implemented for all staff.

B.  

Begin to assess the staff's daily routine in order to identify any time conflicts that might exist.

C.  

Revise the daily work schedules and routines, with the assistance of the supervisor, so that potential time conflicts can be avoided.

D.  

Implement additional training for staff that are not able to perform to criterion.

A.  

backward chaining.

B.  

fading stimulus prompts.

C.  

forward chaining.

D.  

response prompts.

A.  

Use a differential reinforcement procedure for the absence of problem behaviors for an amount of time with a high magnitude reinforcer as a reward.

B.  

Use a high magnitude punishment procedure every time he/she exhibits the problem behavior.

C.  

Use a low magnitude punishment procedure every time he/she exhibits the problem behavior.

D.  

Use a fixed ratio reinforcer every time he/she exhibits appropriate behavior.

A.  

duration of a behavior.

B.  

function of a behavior.

C.  

presence of a particular behavior.

D.  

topography of undesirable behavior.

A.  

a summary of the functional assessment; the target behavior; and the consequences for its occurrence and non-occurrence.

B.  

vocal descriptions of how the behavior is to be measured; the consequences for its occurrence and non-occurrence; the contract manager; and the target behavior.

C.  

written descriptions of how the behavior is to be measured; when behavior must occur; the consequences for its occurrence and non-occurrence; the contract manager; and the target behavior.

D.  

a summary of the functional assessment; written descriptions of how the behavior is to be measured; when behavior must occur; the contract manager; and the target behavior.