250 Questions Separated

Online Review Questions 1-251
1. _________________ is the relationship between an antecedent, a response, and a consequence; that is

some change in the consequence alters some extent of the response class.
1.a. Pavlovian conditioning model

1.b. The respondent conditioning model
1.c. The operant conditioning model
1.d. The rule governed behavior model
2. An incredible fear of snakes that results from a being bitten by a snake as a youngster is an example of
________.
2.a. respondent conditioning

2.b. operant conditioning
2.c. establishing operation
2.d. extinction
3. Which is an example of a reinforcing effect?
3.a. Use of PRN medication that increases self-injury

3.b. Providing snacks for being in seat that decrease in seat behavior
3.c. Changing the seating arrangement of the class due to more students
3.d. Ensuring the child had breakfast that morning
4. The process of _________ is when a stimulus is withheld which results in a temporary increase in
responding and an eventual reduction in response rate.
4.a. reinforcement
4.b. punishment
4.c. extinction
4.d. generalization
5. A stimulus that follows a behavior in time is a ________.
5.a. reinforcer
5.b. punisher
5.c. consequence
5.d. discriminative stimulus
6. The extent to which a behavior changes as a result of the presentation and removal of an antecedent
stimulus, established through operant conditioning is ________.
6.a. reinforcement
6.b. contingency
6.c. rule-governed behavior
6.d stimulus control
7. Stimuli presented or withdrawn that decrease the future probability of a behavior are ________.
7.a. reinforcers
7.b. punishers
7.c. operant
7.d. consequences
8. Certain stimuli increase the future probability of a response when they are terminated following that
response. This process is ________.
8.a. negative reinforcement

8.b. positive reinforcement
8.c. positive punishment
8.d. negative punishment
9. The quarterback from a high school football team tries out for the baseball team. With no prior experience,
he becomes a very competent pitcher. His pitching motion is an example of ________.
9.a. response generalization

9.b. stimulus generalization
9.c. generalized conditioned reinforcers
9.d. generality
10. Allowing Jefferson to eat Gummy-Worms throughout the class may make any food item ineffective as
reinforcers. What has occurred?
10.a. fading
10.b. thinning
10.c. shaping
10.d. satiation
11. Reinforcers establish, __________, and maintain behavior.
11.a. increase
11.b. decrease
11.c. both a & b
11.d. neither a nor b
12. You are in a car crash. You hit the windshield with your head resulting in a nasty cut and severe bruising.
While exiting the car, you see the crushed red metal of your car and smell burning oil. Hitting your head on the
windshield is a(n) __________ stimulus.
12.a. conditioned
12.b. unconditioned
12.c. Pavlovian
12.d neutral
13. If the smell of burning oil after a car crash results in anxiety, it is a(n) ___________ stimulus.
13.a. conditioned
13.b. unconditioned
13.c. Pavlovian
13.d. Neutral
14. You and your friends discuss stealing cigarettes. You watch your friend, Tommy, get spanked by him mom
for stealing a cigarette. When you go home, you do not steal cigarettes. The change in your behavior is
__________.
14.a. rule governed

14.b. operant behavior
14.c. directly contacting the contingency
14.d. an example of an establishing operation
15. Establishing operations change the ___________ of a reinforcer.
15.a. quantity
15.b. quality
15.c. magnitude
15.d. value
16. __________ conditioning always deals with consequences.
16.a. Respondent
16.b. Pavlovian
16.c. Operant
16.d. Parsimonious
17. An example of operantly conditioned behavior is ____________.
17.a. a person who is afraid of snakes due to a previous snake bite

17.b. a woman who is afraid of fire due to being burned in a house fire
17.c. a person who has never baked, reads the directions on a box and bakes a cake
17.d. getting hit on the knee and reflexively kicking
18. Which is an example of rule governed behavior?
18.a. A child who is spanked for spitting quits spitting

18.b. A child who is told not to lie and tells the truth
18.c. A child who is praised for ignoring
18.d. A child who is given a cookie when making the “c” sound
19. Reinforcers and punishers are alike in that ________.
19.a. they increase behavior

19.b. they are respondent
19.c. they are consequences
19.d. they are antecedents
20. Your goal is to increase signing for toys/playing. Which person is likely to gain stimulus control over signing
“toy/playing”?
20.a. The parent who holds up the preferred toy and has the child point to the toy
20.b. The parent who gives the child the toy immediately after the child signs “toy”
20.c. The parent who teaches multiple modes of communication: signing, talking and pictures
20.d. The parent who allows a child to play with only one toy
21. You are a consultant with a large machine plant. They ask you to help with workers’ compensation claims
that are costing the company a great deal of money. You begin the assessment process by defining safe lifting,
unsafe lifting, and measuring the ratio of safe lifting to unsafe lifting, which is _______________.
21.a. conceptually systematic

21.b. empirical
21.c. technological
21.d. generality
22. After 15 years in the field, you continue to rely on data from 15 years ago. You are being a naughty
behavior analyst and violate what underlying assumption of applied behavior analysis: _________.
22.a. determinism
22.b. empiricism
22.c. philosophic doubt
22.d. teleology
23. You have worked with several children with self-injurious behavior and find a combination reinforcement
and punishment procedure that works well with all the children on your caseload. Sharing your procedures and
data is _________.

23.b. empirical
23.c. technological
23.d. generality
24. The findings of your behavioral research are scrutinized by the editors of several prestigious journals. One
writes you back and says the functional assessment, operational definitions, baseline measure, interventions,
and data displays follow good behavioral practice. In essence he is saying your work is ______.

24.b. empirical
24.c. technological
24.d. generality
25. A colleague asks you to review a new journal article that focuses on increasing the abilities of adults in a
day program to ride the bus, select and match clothes, and increase work output. The research in the article is
_________.
25.a. experimental
25.b. applied
25.c. parsimonious
25.d selective
26. There are current presentations at the FABA conference on the rate of pen tapping during 1-hour time
intervals. This study can only be construed as ________.
26.a. applied
26.b. experimental
26.c. parsimonious
26.d. generalizable
27. In the ________ analysis of behavior, a child learns replacement behaviors for his explosive behavior at
home and in the classroom
27.a. systematic
27.b. applied
27.c. experimental
27.d. socially relevant
28. ________________ Constitutes the theories and suppositions that guide scientific inquiry about the
behavior of organisms.
28.a. Applied behavior analysis

28.b. The experimental analysis of behavior
28.c. Behaviorism
28.d. Behavior modification
29. Events that are thought to affect the phenomena of interest are carefully manipulated to elucidate their
effects is the concept of ________________.
29.a. scientific manipulation

29.b. empiricism
29.c. determinism
29.d. philosophic doubt
30. Behavior analysts attempt to use efficient procedures that are significant to the participants involved,
promote generalization, and maintenance of behavior change. This is the _____________ dimension of ABA.

30.b. general
30.c. analytic
30.d. effective
31. Behavior analysts would never say, “That behavior happens for no reason,” since behavior analysts are
_________.
31.a. teleologists
31.b. psychologists
31.c. Darwinians
31.d. determinists
32. ___________ is the philosophy that guides behavior analysts.
32.a. Behaviorology
32.b. Behaviorism
32.c. Behaviorists
32.d. Skinnerism
33. ___________ provides theoretical underpinnings for studying environmental and behavior interactions.
33.a. The experimental analysis of behavior

33.b. Applied behavior analysis
33.c. Both a & b
33.d. Neither a nor b
34. If procedures are effectively applied to various people and settings, they have __________.
34.a. generality
34.b. analytic
34.c. applied
34.d. technological
35. What is the independent variable in the above graph?

35.a. Frequency of hand raising
35.b. Observations
35.c. Delivery of praise and candy
35.d. Baseline
36. In the above graph, what is the dependent variable?
36.a. Frequency of hand raising

36.b. Observations
36.c. Delivery of praise and candy
36.d. Baseline
37. If behaviors being studied have social relevance and significance to the individuals involved, it is part of
__________.
37.a. psychology
37.b. applied behavior analysis
37.c. the experimental analysis of behavior
37.d. behaviorology
38. You work on improving the fine motor skills of an individual with autism. Your work is _________.
38.a. experimental
38.b. correlational
38.c. statistical
38.d. applied
39. Work on shaping social behavior of a rat is _________.
39.a. experimental
39.b. correlational
39.c. statistical
39.d. applied
40. If you believe certain environmental variables affect a child’s ability to remain on task and you carefully
alter conditions to elucidate the effects, you have attempted ___________.
40.a. determinism
40.b. empiricism
40.c. scientific manipulation
40.d. respondent conditioning
41. A colleague has an idea that either access to Gameboy and escape from demand might improve a
behavior. You take baseline and continue to measure the target response while manipulating access for 1 day
and then escape the next day, changing between the 2 interventions for 10 days. You are conducting a(n)
______.
41.a. parametric analysis

41.b. alternating treatments design
41.c. continuous reinforcement sample
41.d. linear analysis
42. “It is likely Jaime hits herself on the head and spits on her hand because mother increases her physical
contact and proximity following the behavior(s).” This is a(n) __________.
42.a. functional hypotenuse

42.b. actual demonstration of function
42.c. functional hypothesis
42.d. declaration of the operant
43. You instruct an adult to ignore a child’s running behavior thinking this might reduce the problem. Your
hypothesis, therefore, is probably that ______________ is the maintaining variable (aka reinforcer).
43.a. escape
43.b. attention
43.c. self-stimulation
43.d. access to reinforcers
44. All of the following are examples of descriptive analysis except for ________.
44.a. reading the psychological evaluation

44.b. doing a clinical interview with the parents and teacher of an individual with autism
44.c. measuring amount of time spent in room and systematically altering attention and escape to see which
variable results in longer time in room
44.d. directly observing a child with attentional difficulties in a classroom
45. A descriptive analysis incorporates ___________.
45.a. analog conditions and inferential statistics

45.b. structured interviews and experimental manipulations
45.c. functional assessment tools, structured interviews, and direct observation
45.d. records review and development of insight
46. _________ is an attempt to organize relevant data to formulate a hypothesis while ________ is an attempt
to manipulate variables.
46.a. Functional analysis; descriptive analysis

46.b. Functional analysis; systematic manipulations
46.c. Descriptive analysis; functional analysis
46.d. Descriptive analysis; functional assessment
47. A 12 year-old Caucasian child begins biting her hand when the teacher says, “Sit down and work, please.”
The teacher, whose classroom is quite cool in temperature, intervenes by doing response blocking. What is the
antecedent stimulus?
47.a. the teacher’s statement

47.b. response blocking
47.c. hand biting
47.d. the cool temperature
48. While consulting with a teacher, she states Allan becomes aggressive in order to escape group activities;
thus alluding to ________.
48.a. operant stimuli

48.b. environments
48.c. consequences
48.d. a functional relationship
49. Structured interviews, functional assessment tools, direct observation, and ABC data collection are parts of
__________.
49.a. descriptive analysis

49.b. functional analysis
49.c. systems analysis
49.d. pattern analysis
50. Allan begins hitting himself in the head several hundred times. There is noticeable swelling around his eyes
and temples. You are going away for the weekend. What is the best course of action?
50.a. Put an emergency procedure into place

50.b. Collect baseline over the weekend
50.c. Functionally assess the behavior when you return
50.d. Nothing, the behavior should decrease
51. The above graph is what type of design?
51.a. Changing criterion

51.b. Multiple baseline
51.c. Reversal
51.d. Withdrawal
52. Using the above graph, summarize the effect of treatment on the dependent variable.
52.a. The candy intervention has the greatest reinforcing effect.

52.b. Praise is the most positively reinforcing independent variable in this study
52.c. The dependent variable remains unchanged during the treatment conditions
52.d. Data is unclear on the two independent variables.
53. Billy’s parents are teaching him to read. They initially say, “It’s reading time,” and immediately offer
reinforcers when he begins to read in response to the stimulus. They also work with his teacher and provide
books/magazines with sports and reading groups with his friends, which Billy enjoys. The reading behavior is
maintained because _____.
53.a. it is under control of an SD, “It’s reading time.”

53.b. it contacts natural contingencies
53.c. it is part of the stimulus response paradigm
53.d. reading is fundamental
54. As a behavior analyst, you feel you have found an effective procedure for increasing time on task. You do
some experimenting with one child and successfully employ the use of the intervention with other children in
other settings. You now have more confidence that your procedure has ________.
54.a. generalization
54.b. generality
54.c. collateral benefits
54.d. Parsimony equivalency
55. Teaching a child to toilet in the classroom, in the mall restroom, and in the parent’s home is aimed at the
behavior __________.
55.a. discriminating
55.b. strengthening
55.c. generalizing
55.d. thinning
56. You have completed a study on self-injurious behavior. The parents detail when the child engages in the
behavior (usually at night) and let you know the child bites his arms, bangs his head on the corners of tables,
and kicks his heels on the floor. This tends to happen when he is left alone during bedtime that the parents
respond to by running into his room to stop him. What is the topography?
56.a. being left alone

56.b. night time
56.c. parents running in
56.d. biting arm, head banging, kicking heels
57. You have conducted an ABA design in which a treatment for SIB was the independent variable. What
might create an interpretation problem?
57.a. Failure to control variables

57.b. Response generalization
57.c. Setting generalization
57.d. Failure of the behavior to return to baseline levels
58. The Behavior Analyst must consider ___________ when working with adult clients.
58.a. behaviors the relatives wish to see learned

58.b. behaviors that assist in group home living
58.c. behaviors that are likely to be reinforced in present and future environments
58.d. the role of the descriptive analysis
59. Prioritizing challenging behaviors, a Behavior Analyst would begin with _____.
59.a. the cost effectiveness of the plan

59.b. the difficulty in changing the behavior
59.c. desires of the parent/guardian
59.d. consideration of danger to client’s or others’ safety
60. You are working with a family where an adult brother and sister are living in the same house. The sister
has a long history of prescription drug abuse, is lethargic and sleeps most of the day, while the brother has
spent time in and out of treatment facilities for schizophrenic behaviors. During observation of one of the
arguments, you note that every time the sister addresses her brother, she yells or says something derogatory
to him. When she does this, the brother walks away and says, “Shut up, you drug addict. Why don’t you just
decrease your medication and you might feel better about yourself?”
The sister is an SD for what?
60.a. The brother’s verbal tirade

60.b. The brother walking away
60.c. Both a and b
60.d. Neither a nor b
61. You are working with a family where an adult brother and sister are living in the same house. The sister
has a long history of prescription drug abuse, is lethargic and sleeps most of the day, while the brother has
spent time in and out of treatment facilities for schizophrenic behaviors. During observation of one of the
arguments, you note that every time the sister addresses her brother, she yells or says something derogatory
to him. When she does this, the brother walks away and says, “Shut up, you drug addict. Why don’t you just
decrease your medication and you might feel better about yourself?”
The sister complains her brother always drives her crazy and shouldn’t be talking about her medications. You
advise the sister to refrain from yelling and making derogatory comments, a change of a(n) ______________
variable.
61.a. antecedent
61.b. consequence
61.c. temporal
61.d. equivalent
62. An adult in a workshop is prescribed 3 antipsychotic medications. All medications are taken in the morning
and known side effects are increased sedation. The workshop staff complain that the adults sleeps during work
time suggesting that _____________ might be impacting the adult’s behaviors.
62.a. the medications as establishing operations

62.b. the lack of reinforcers in the present environment
62.c. the presence of too many unconditioned stimuli
62.d. the underlying psychiatric illness
63. Changing the temperature of a class alters what variable?
63.a. antecedent
63.b. ecological
63.c. independent
63.d. confounding
64. If you are studying number of leg movements during a one-hour period in a classroom setting, your study is
most likely part of __________________.
64.a. applied behavior analysis

64.b. experimental analysis of behavior
64.c. behaviorism
64.d. behavior modification
65. If you author a program for a severely impaired young lady with autism and put provisions in place to
ensure her safety while also allowing for minimal segregation from others and the community, you have utilized
________.
65.a. sound behavioral practice

65.b. ethical decision making
65.c. forced choice procedure
65.d. psychology as a dimension of your practice
66. All stimuli that might impact a behavior are part of an individual’s _________.
66.a. operant stimuli

66.b. environment
66.c. consequences
66.d. functional relationship
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67. The above graph is what?
67.a. Cumulative record

67.b. Standard celeration chart
67.c. Line graph
67.d. Multiple axial design graph
68. A client at an adult day treatment center is moved from a one to one staffing ratio to a three to one staffing
ratio. The change in staffing ratio is what kind of intervention?
68.a. A change in reinforcement schedule

68.b. An antecedent manipulation
68.c. A probe
68.d. An ecological change
69. A parents works long and hard to get their child to dress and prepare for school. The parent provides
gentle prompts and reinforces compliance with praise and stickers. The child learns to reliably dress when the
parent is present. You can conclude the parent has stimulus control _____.
69.a. over the child

69.b. over the praise and stickers
69.c. over the child’s dressing and preparatory behaviors
69.d. over nothing because of the generalization concerns
70. You are working in a home with a mother, her 12 year-old son, and a grandmother. The reason for your
presence is a recent arrest for shoplifting and a suspension in school. You go to the school to collect
information and find out the boy’s conduct problems all occur in math class. You meet with the teacher,
guidance counselor, child, mother and principal to discuss reinforcing the number of math problems the child
completes. The principal insists the boy should be removed from the school and sent to a school for children
with conduct disorders. The principal is advocating against the _______________.
70.a. punishment
70.b. functional assessment
70.c. least restrictive alternative
70.d. reinforcement package
71. As all good behavior analysts do, you directly observe a boy at home. When the mother is around, she
yells at him saying, “I am ashamed of you for embarrassing yourself and the family with your arrest. What do
you have to say for yourself?” The boy says, “Can we talk?” and the mother says, “Leave me alone.” The
mother is what for the boy’s requesting for time behavior?
71.a. S-delta
71.b. SP
71.c. SD
71.d. SR+
72. A child advocate tells the school staff there is no reason for a child’s behavior except for his bipolar
disorder. The child advocate is violating what dimension of applied behavior analysis?
72.a. empiricism
72.b. determinism
72.c. philosophic doubt
72.d. scientific manipulation
73. To conduct descriptive analysis with an adult, you need to get consent from ________.
73.a. parents
73.b. workshop managers
73.c. the adult
73.d. friends
74. One of the tools you use in descriptive analysis is sequence analysis. What best illustrates this tool?
74.a. Having parents record a narrative of the adult’s day

74.b. Having the workshop manager record behaviors at the time they occur
74.c. Set up an ABC format sheet and have the workshop manager record behavior
74.d. Ask her to record the frequency of behaviors for one hour per day at the end of 5- minute intervals
75. You have begun a functional assessment of a young girl who is in constant trouble at her high school. You
complete structured interviews, directly observe the girl, and get some functional assessment tools completed.
Your hypotheses suggest that there are several maintaining variables. In order to determine the most
significant variable, you set up four analog conditions: alone, escape contingent upon challenging behavior, an
enriched environment, and attention contingent upon challenging behavior. You collect and interpret data on
the different conditions. What have you just done?
75.a. functional analysis

75.b. component analysis
75.c. functional assessment
76. The critical distinctions between contingency shaped and rule governed behavior is that, in contingency
shaped behavior, the organism ___________.
76.a. contacts the actual consequences

76.b. does not contact the actual consequences
76.c. contingently observes before responding
76.d. responds with an increased effort
77. A teacher walks into class and says, “Take your seats,” which results in the students sitting down. The
behavior governed by antecedent stimuli are said to be _____________.
77.a. under stimulus control

77.b. respondently conditioned
77.c. rule-governed
77.d. extinction processes
78. A system of instruction designed to minimize errors is known as _________.
78.a. stimulus fading

78.b. errorless learning
78.c. PSI
78.d. fading in
79. Taking baseline on two different behaviors, applying a treatment to one of the dependent measures while
maintaining baseline with the other dependent variable, and then applying treatment to the second dependent
variable and analyzing the data to elucidate treatment effects constitutes what kind of design?
79.a. Multiple baseline

79.b. Reversal
79.c. Withdrawal
79.d. Changing criterion
80. Tanya is talking on the phone with her friend about a client’s tantrums. As a behavior analyst, you
___________.
80.a. ask Tanya to refer to Catherine as “CC”

80.b. ask Tanya to continue as she is failing to maintain confidentiality
80.c. ask Tanya to cease as she is failing to maintain confidentiality
80.d. praise Tanya for opening others’ eyes to children with autism
81. Jeremy attempts to hit a staff on the head with his scooter. The Program Coordinator has him placed in a
mechanical restraint and says he cannot have the scooter anymore. This might be a necessary emergency
procedure but, what else is necessary?
81.a. Assessment of the factors leading up to the use of the emergency procedure
81.b. Assessment of the need for a mechanical restraint for benign behavior
81.c. Full descriptive analysis of the child’s behavior in the past 24 hours
81.c. Possible use of PRN medication
82. What are the four tenets of behavior analysis?
82.a. Determinism, empiricism, scientific inquiry, philosophic doubt

82.b. Determinism, empiricism, scientific manipulation, philosophic doubt
82.c. Determinism, behaviorism, scientific inquiry, philosophic doubt
82.c. Determinism, empiricism, scientific inquiry, law of parsimony
83. Unlike psychology, applied behavior analysis holds that behavior, in its own right, can be a target for
change; that is, ABA is ______________.
83.a. applied
83.b. behavioral
83.c. analytic
83.d. technological
84. You are attempting to increase a young juvenile offender’s personal interactions and job skills to increase
the likelihood of getting a job, earning a paycheck and meeting his probation requirements and avoiding more
time at the juvenile detention center. In essence, this work is most importantly about ___________.
84.a. intermediate outcomes

84.b. ultimate outcomes
84.c. applying the analysis of behavior
84.d. providing functional equivalent replacement behaviors
85. Observable, occurs in time and a combination of the two are ______.
85.a. characteristics of applied behavior analysis

85.b. characteristics of behavior
85.c. operational definitions
85.d. definitions for stimuli
86. Saying something like “relax” instead of “sit-away” to a child is more likely to maintain results because
__________.
86.a. generalization is more likely to occur

86.b. it is more likely to contact natural contingencies
86.c. observers can agree about the vernacular
86.d. it is more descriptive
87. Taking baseline, applying a treatment to one variable, returning to baseline and applying the same
treatment to a different variable is a _________ design.
87.a. multiple baseline

87.b. reversal
87.c. withdrawal
87.d. changing criterion
88. In the ________ analysis of behavior, a behavioral scientist evaluates the patterns of different
reinforcement schedules.
88.a. systematic
88.b. applied
88.c. experimental
88.d. socially relevant
89. You have a child who learns to toilet at the local behavior analyst’s clinic. Everywhere else, though, the
child fails to toilet in a commode. The behavior has not yet ____________.
89.a. generalized
89.b. discriminated
89.c. overcorrected
89.d. evoked appropriate responding patterns
90. ___________ would be the best way to correct the problem of a child failing to toilet in a commode.
90.a. Teach the child to ask for the bathroom

90.b. Teach the child to discriminate between the toilet and pants/bed
90.c. Teach the child how to pull up pants
90.d. Teach the child on several kinds of toilets
91. Behavior analysts admire psychologists like Albert Ellis. Ellis’ work on rationale emotive behavior therapy,
pioneered in the early 1970’s is sometimes met with some speculation since behavior analysts are guided by
__________.
91.a. determinism
91.b. empiricism
91.c. behaviorology
91.d. philosophic doubt
92. Which is not the best ultimate outcome?
92.a. Jaime will learn to make friends, sustain her job, and increase her recreational skills
92.b. Jaime will learn to be productive at work, interact positively with her family, and make good choices
92.c. Jamie will learn to obtain things by asking or using money, increase her contact with other people and
develop a hobby
92.d. Jaime will learn social skills, independence in hygiene, and decrease verbal outbursts to one or less per
week
93. Bill is tired because he was up all night with the baby, hungry because he had to fast before getting some
blood work, and thirsty because he has limited breaks during a hot day. He comes home and immediately
heads to the refrigerator. The refrigerator is __________.
93.a. an SD
93.b. an EO
93.c. an SP
93.d. an S-delta
94. You are attempting to increase a convicted criminal’s personal interactions and job skills to increase the
likelihood of him getting a job, earning a paycheck and meeting his probation requirements and avoiding more
time in jail. In essence, this work is most importantly about ___________.
94.a. intermediate outcomes

94.b. ultimate outcomes
94.c. applying the analysis of behavior
94.d. providing functional equivalent replacement behaviors
95. You recommend to Freddie’s parents to reinforce any behavior except for flopping to the floor every 5
minutes. This is a ______.
95.a. DRO
95.b. DRI
95.c. DRA
95.d. DRL
96. You no longer allow Jaime to tear her shirt or to tear from a tearing bin. You should expect _______.
96.a. an initial increase in the tearing behavior

96.b. a gradual decrease in tearing
96.c. increased interresponse time
96.d. transfer of stimulus control
97. You increase the amount of toys, availability of drinks, and access to sing-alongs in your classroom, an
effort to do _______.
97.a. functional assessment

97.b. descriptive analysis
97.c. environmental enrichment
97.d. a reinforcer survey
98. Jaime sits down when you ask because you have previously reinforced sitting when you say, “Sit down.”
Sit down is a(n) _______.
98.a. verbal behavior

98.b. equivalent stimuli
98.c. discriminative stimuli
98.d. operant event
99. Jeremy watches a child being reprimanded for cheating on a history test and, consequently, stops cheating
on tests; an example of __________________.
99.a. rule-governed behavior

99.b. respondent conditioning
99.c. contingency contracting
99.d. reinforcement delivery
100: In the graph below it is known as ___________.

100.a. a functional analysis/analog conditions graph
100.b. a withdrawal design with replacement
100.c. stimulus preference
100.d. alternating treatments design
101. The conclusion from this graph is that ________________ is the function of the disruptive behavior.
101.a. escape
101.b. ignore
101.c. attention
101.d. control
102. Which design is preferable if you are working with a client who wants to lose weight and believes it will be
best to set a goal and have reinforcers met for gradually decreasing increments of weight?

102.b. Multiple baseline
102.c. Reversal
102.d. Withdrawal
103. A 17 year-old with autism turns 18 and the behavior analyst wants to increase the variety of foods the
individual chooses by withholding chocolate milk. Who should provide consent?
103.a. The parents since the child has autism

103.b. The individual
103.c. Neither
103.d. Both
104. A student exhibits self injury and aggressive behavior. Both behaviors appear to serve the functions of
escape from demand and attention from peers. A behavioral colleague suggests the behaviors happen due to
a multiple personality disorder. To help the colleague and student, you take a baseline on self-injury and
aggression. On day 5, you begin a token economy program that reduces self-injury. On day 10, you implement
the token economy for aggressive behavior which reduces to zero levels.
Your initial data suggests your token economy _____.
104.a. is rather ineffective

104.b. increases response rates
104.c. has generality across behaviors
104.d. needs more probes
105. A student exhibits self injury and aggressive behavior. Both behaviors appear to serve the functions of
escape from demand and attention from peers. A behavioral colleague suggests the behaviors happen due to
a multiple personality disorder. To help the colleague and student, you take a baseline on self-injury and
aggression. On day 5, you begin a token economy program that reduces self-injury. On day 10, you implement
the token economy for aggressive behavior which reduces to zero levels.
The design you have used is _______.
105.a. an alternating treatments

105.b. changing criterion 5 & 10 design
105.c. multiple baseline across responses
105.d. none of the above
106. A teacher states a student if receiving D’s and F’s, primarily because he rushes through his work. Quizzes
and tests are typically turned in after just 5 minutes. The teacher says the student is smart and would make
good grades if he would just take more time. The appropriate target for change would be _______________.
106.a. duration measure

106.b. a latency measure
106.c. percentage of occurrence
106.d. some type of interval recording
107. While working with a student, you notice another boy who sits in a desk in the back corner. When he is
taking quizzes and tests, he will violently bang his head on the desk and pull his hair. The assistant in the class
says the parents feel this is his way of handling stress. You put a plan in place where the student is to be
monitored within arm’s length and the desk is to be taken away if he bangs his head. Putting this plan in place
is ______________.
107.a. unethical; there is no consent

107.b. ethical
107.c. unethical; the parents have made it clear this is his individual choice
107.d. ethical; if the behavior analyst has conducted functional analysis
108. A child’s treatment team meets and agrees that more comprehensive evaluations are necessary. As part
of the team, you recommend trying 2 different treatments: noncontingent reinforcement/treatment 1 and
contingent reinforcement/treatment 2. On each school day, the teacher will flip a coin to decide what
intervention to use that day. After each treatment has been implemented at least 3 times, you will evaluate the
data of this __________.
108.a. changing criterion design

108.b. multiple baseline design
108.c. alternating treatments design
108.d. withdrawal design
109. Prioritizing challenging behaviors, a behavior analyst would begin with ____.
109.a. the cost effectiveness of the plan

109.b. the difficulty in changing the behavior
109.c. desires of the parent/guardian
109.d. consideration of danger to client’s safety
110. The ___________ constitutes the entire constellation of stimuli that can affect behavior.
110.a. environment
110.b. molar system
110.c. behavioral universe
110.d. ecology
111. In promoting stimulus and response generalization, ________________.
111.a. instruction should first take place in a clinic

111.b. instruction should take place in a classroom
111.c. instruction should take place in the target environment
111.d. instruction should be preceded by reinforcement
112. A 4th grade teacher provides some mathematics instruction with several opportunities for choral
responding. When she assigns independent seat work, she begins to play music. The music is considered
what?
112.a. An establishing operation

112.b. Evocative stimuli
112.c. A reinforcer
112.d. An ecological variable
113. A supervisor approaches you with concerns about the brightness of the fluorescent lights in your
classroom and the need for picture schedules that she insists are the root causes of children’s challenging
behavior. You inform the supervisor that these __________________ do not evoke behavior.
113.a. establishing operations

113.b. ecological variables
113.c. reinforcers
113.d. modis operandi
114. A nonverbal child reaches for a chip and you prompt him to use a PECS card to communicate what he
wants; you have taken advantage of a(n) ________ opportunity.
114.a. establishing operation

114.b. structured teaching
114.c. incidental teaching
114.d. negative reinforcers
115. A behavior analyst and physician are working with a child diagnosed with ADHD. The physician asks for
some assistance with evaluating two different levels of a medication: 5 mg versus 10 mg. What does the
behavior analyst do?
115.a. Refer this away

115.b. Do a multiple baseline across measures
115.c. Design a parametric analysis
115.d. Refrain from assisting as the physician is not being deterministic
116. A behavior analyst should always determine what before deciding what reinforcer to use?
116.a. Ethical dilemmas

116.b. Functional relationships
116.c. Data based efficacy
116.d. Acceptance by the peer group
117. Using a reinforcer menu and standardized stimulus presentation procedures in a forced choice procedure
is one way of doing __________.
117.a. ethical behavior analysis

117.b. naturalistic observation
117.c. reinforcer sampling
117.d. structured interviews
118. Three methods used to identify potential reinforcers are _________.
118.a. naturalistic observation, reinforcer sampling, structured interviews

118.b. forced choice procedures, standard clinical interviews, and naturalistic observation
118.c. naturalistic observation, observation of what person avoids, structured interviews
118.d. reinforcer sampling, partial interval observation, methodological manipulation
119. In the ________ analysis of behavior, an adult learns to ask for room time if he wants to engage in certain
self-stimulatory behaviors and masturbation
119.a. applied
119.b. experimental
119.c. systematic
119.d. sociological
120. A parent holds up a picture of an elephant and teaches the child to say, “Elephant.” The father runs
around telling everyone what a genius his son is. The next door neighbor comes over and holds up a picture of
a zebra and the child says, “Elephant.” The child genius has not yet learned to _____________.
120.a. generalize
120.b. discriminate
120.c. utilize the correct verbal operant
120.d. respond according to the neighbor’s reinforcement schedule
121. Time-out is contraindicated for behaviors maintained by ___________.
121.a. attention seeking

121.b. aggressive
121.c. escape
121.d. accessing reinforcement
122. You are working with a child who is having problems in his school. However, the teacher is quite willing to
work with you and the child and states he is pleasant most of the time. If you ask her to offer a reinforcer every
3 days that the child goes without challenging behaviors and completes 75% of his assignments, what is this?
122.a. A VR schedule of reinforcement

122.b. Rule governed behavior
122.c. A fixed interval 3 schedule of reinforcement
122.d. Contingency contracting
123. Chad thinks his special education classroom is too loud and plays classical music and lowers the lighting
level; he has changed what?
123.a. An antecedent variable

123.b. An ecological variable
123.c. Ethical operations
123.d. Nothing of significance
124. A teacher is attempting to improve math performance and offers specific reinforcers for increased
completion of 5 math problems. The next week she shifts to 7, back to 5, and then 10. This is an example of
____________.
124.a. a changing criterion design

124.b. an alternating treatment design
124.c. a withdrawal design
124.d. a reversal design
125. While working with the teacher, you have her collect baseline on number of math problems completed,
have her reinforce increased number of problems completed, return to baseline, and then reinforce time-on-
task. This is an example of ___________.
125.a. a changing criterion design

125.b. an alternating treatment design
125.c. a withdrawal design
125.d. a reversal design
126. On behavior graphs, the dependent measure __________.
126.a. is n minus the mean

126.b. is on the horizontal axis
126.c. should be in equal intervals
126.d. is independent of the treatment intervention
127. Taking away points if a child ends up in any type of physical management can be seen as a(n)
_________ if the points are generalized conditioned reinforcers.
127.a. reinforcer
127.b. unethical use of power
127.c. response cost
127.d. punisher
128. You are working at a high school where the fine for chewing gum is $5 for each offense. You study the
rate of gum chewing and find out only 20% of the children chew gum, and those same children are responsible
for 100% of the gum fines. The 80% of children not chewing gum may have learned via _______________.
128.a. stimulus control

128.c. rule-governed behavior
128.d. fear factor
129. The drama teacher is unhappy with the acting performance of his star drama queen. He jumps on stage
and says, “No, no. Watch me,” performs the desired action, has the drama queen do what he does and
provides immediate feedback. What has the drama teacher done?
129.a. Enriched the schedule of reinforcement

129.b. Prompted her in a least to most fashion
129.c. Provided the drama queen implied rules
129.d. Modeled the behavior
130. Jeremy asks for a Playstation. You sit him down and write down that he can earn the Playstation if he has
no aggressions or restraints for 3 days. What is this?
130.a. Rule-governed behavior

130.b. Respondent conditioning
130.c. Contingency contracting
130.d. Reinforcement delivery
131. Reinforcing intact behaviors in a sequence is _______.
131.a. shaping
131.b. chaining
131.c. thinning
131.d. fading
132. Conner begins hitting himself in the head several hundred times. You notice that when others are in close
proximity or when working, Conner does not hit himself in the head. Instead, you observe Conner hits himself
when he is in his room by himself or the shower alone. These observations are suggesting that the behavior
might be ________.
132.a. automatically reinforcing

132.b. attention maintained
132.c. maintained by escape
132.d. maintained by access to reinforcers
133. You observe Timmy for a 30 minute time period. The teacher gives 4 directions. On average, it takes
Timmy 1 minute and 27 seconds from the time the teacher gives directions until Timmy begins the assignment.
This average length of time is the _______________.
133.a. duration
133.b. rate
133.c. latency
133.d. interresponse time
134. A child is abused. When the parents beat him, they yell at him. After years of being subject to this abuse,
he is removed from the home and placed in a foster home. The foster parents call and say they gave him a
verbal reprimand and he began crying, shaking and cowering in a corner. It appears as though the child’s
emotional responses are:
134.a. unconditioned responses

134.b. conditioned emotional responses
134.c. generalization of cognitive processes
134.d. conditioned stimuli
135. A child is abused; when the parents beat him, they yell at him. After years of being subject to this abuse,
he is removed from the home and placed in a foster home. The foster parents call and say they gave him a
verbal reprimand and he began crying, shaking and cowering in a corner. The verbal reprimand seems to be:
135.a. an unconditioned stimulus

135.b. an unconditioned response
135.c. a conditioned response
135.d. a conditioned stimulus
136. A safety coat is implemented contingent on severe self-injurious behavior, which has been operationally
defined as head banging that results in tissue damage. The rate of self-injury goes up. What can the
implementation of the safety coat be viewed as?
136.a. Punishing to self-injury

136.b. Reinforcing to self-injury
136.c. The effects are unclear
136.d. Aversive to any client
137. Forced choice procedures and introducing a child to novel activities are part of ____________.
137.a. reinforcer sampling

137.b. reinforcement induction
137.c. behavioral momentum
137.d. functional analysis
138. Select the best behavioral goal:
138.a. Jaime will decrease oppositionality

138.b. Jamie will increase skills and learn to get along with others
138.c. Jaime will learn to raise her hand, based on information gathered by her teacher, speech therapist and
mother.
138.d. Jaime will self-report making friends
_________.
139.a. experimental
139.b. applied
139.c. parsimonious
139.d. selective
140. Four hits in a 10-minute period of observation is an example of __________.
140.a. stimulus control data

140.b. contingency data
140.c. operant behavior
140.d. rate data
141. An episode of SIB lasts 11 minutes and 37 seconds following a demand from the teacher is what kind of
measure?
141.a. rate
141.b. latency
141.c. criterion
141.d. duration
142. What is the best definition below that describes latency?
142.a. The amount of time from the onset to the termination of a behavior
142.b. The time interval for differential reinforcement schedules
142.c. The time between behaviors
142.d. The amount of time from the presentation of a stimulus to the onset of the response
143. Allan’s SIB is observed 360 times in 120 minutes. The average rate of behavior, in occurrences per hour
is _________.
143.a. 200
143.b. 180
143.c. 160
143.d. 120
144. A behavioral __________ is a periodic measurement of different stimuli.
144.a. program
144.b. probe
144.c. level
144.d. trend
145. Successive data points should not be connected when __________.
145.a. there is great variability

145.b. they span a period of time when data was lost
145.c. they are on the same side of a phase line
145.d. the graph is in even intervals
146. At 8:55 AM, students enter a classroom without the teacher present. They walk around the class and talk
to one another. At 9:00 AM the teacher walks into the classroom, she says, “Good morning, take your seats,
please.” The children take their seats within 10 seconds, sit quietly, and raise their hands to ask questions.
One child yells out for 15 seconds. The teacher continues her discussion of the day’s events and withholds her
attention. After 1 minute of increased verbalizations, the child sits quietly and then raises his hand. The teacher
is a (n) _____ for talking out.
146.a. SP
146.b. SD
146.c. SR+
146.d. S-delta
147. At 8:55 AM, students enter a classroom without the teacher present. They walk around the class and talk
to one another. At 9:00 AM the teacher walks into the classroom, she says, “Good morning, take your seats,
please.” The children take their seats within 10 seconds, sit quietly, and raise their hands to ask questions.
One child yells out for 15 seconds. The teacher continues her discussion of the day’s events and withholds her
attention. One minute after the teacher’s initial direction, the child sits quietly and then raises his hand. What is
the latency to sitting quietly for the disruptive child?
147.a. 5 minutes
147.b. 10 seconds
147.c. 1 minute
147.d. 15 seconds
148. At 8:55 AM, students enter a classroom without the teacher present. They walk around the
class and talk to one another. At 9:00 AM the teacher walks into the classroom, she says, “Good
morning, take your seats, please.” The children take their seats within 10 seconds, sit quietly, and
raise their hands to ask questions. One child yells out for 15 seconds. The teacher continues her
discussion of the day’s events and withholds her attention. After 1 minute of increased verbalizations,
the child sits quietly and then raises his hand. For most of the class, the teacher is an SD for what
behavior(s)?
148.a. Talking out

148.b. Walking around class
148.c. Talking with friends
148.d. Sitting down and raising hand
149. A functional analysis incorporates:
149.a. analog conditions where variables are systematically manipulated

149.b. structured interviews
149.c. functional assessment tools and direct observation
149.d. records review
150. Systematically manipulating variables, collecting data on a dependent measure, and analyzing the data to
determine maintaining variables can be conceptualized as ____.
150.a. descriptive analysis

150.b. functional analysis
151. You have begun a functional assessment of a young girl who is in constant trouble at her high school.
You complete structured interviews, direct observation, and some functional assessment tools. Your
hypotheses suggest that there are several maintaining variables. In order to determine the most significant
variable, you set up four analog conditions: alone, escape contingent upon challenging behavior, an enriched
environment, and attention contingent upon challenging behavior. You collect and interpret data on the
different conditions. What have you just done?

151.b. component analysis
152. ______________________ provides an organized, conceptually sound and efficacious method for
obtaining data; often, the first step in an assessment.
152.a. Functional analysis

152.b. Clinical interviews
152.c. Systematic manipulations
152.d. Descriptive analysis
153. The most logical first step in descriptive analysis is to __________.
153.a. conduct four analog conditions

153.b. systematically manipulate variables
153.c. review records
153.d. complete a reinforcer survey
154. A descriptive analysis incorporates ___________.
154.a. analog conditions and inferential statistics

154.b. structured interviews and systematic manipulations
154.c. functional assessment tools, structured interviews, and direct observation
154.d. records review and development of insight
155. During an interview, the parents suggest their child hits himself in the head because he is attempting to
avoid going to the opera two days later. You can say
155.a. it is an escape function

155.b. there is a need to continue functional assessment
155.c. definitively that SIB necessitates an immediate intervention
155.d. reasonably that SIB may be caused by a medical condition
156. A good behavior analyst always does what before authoring a behavior intervention?

156.b. momentary time sampling
156.c. implements the least aversive, most effective punisher
156.d. direct observation
157. You instruct staff to ignore a child’s running behavior thinking this might reduce the problem. Your
hypothesis, therefore, is probably that ______________ is the maintaining variable (aka reinforcer).
157.a. escape
157.b. attention
157.c. self-stimulation
157.d. access to reinforcers
158. In the field of behavior analysis a ______________ is derived from descriptive analysis.
158.a. hypotenuse
158.b. statement of causation
158.c. data driven conclusion
158.d. hypothesis
159. The data are as follows: the average number of self-injurious episodes per hour is about 1 during the
noncontingent reinforcement treatment and about 3 per hour for the contingent reinforcement treatment. What
kind of measure did you use and what is you data based recommendation?
159.a. duration; continue both treatments as they are reductive

159.b. rate; begin using noncontingent reinforcement as it shows greater reduction of the target behavior
159.c. latency; begin using contingent reinforcement as it show an increase in the target
159.d. interresponse time 1 hour; continue combining treatments
160. After reviewing the data, you sit down with the treatment team and the boy. You explain that he’s made
good progress, suggest continuation of the noncontingent treatment and ask for the boy’s input. He says, that
while he knows he’s doing better, he would like to have stickers added to his plan. Should you incorporate
stickers into the plan?
160.a. No, it might skew the results and interfere with the independent variable
160.b. Yes, since the boy believes stickers are good
160.c. Yes, individual preferences and choices are integral parts of selecting treatments
160.d. No, the data do not show the effectiveness of stickers.
161. In utilizing a reinforcer, a behavior analyst must account for establishing operations and __________.
161.a. use primary and generalized conditioned reinforcers

161.b. Skinner’s verbal behavior
161.c. setting events
161.d. discriminative stimuli
162. A schedule of reinforcement needs to be __________ to avoid decreased performance.
162.a. gradually thickened

162.b. gradually faded
162.c. gradually diminished
162.d. gradually thinned
163. You are working with another Behavior Analyst who has a program for a child involving an FR2VI3
schedule; a ______ schedule of reinforcement.
163.a. simple
163.b. complex
163.c. diverse
163.d. rich
164. All things being equal, the __________, the lower the probability of a response.
164.a. smaller the stimulus

164.b. greater the stimulus
164.c. smaller the effort
164.d. greater the effort
165. When determining the appropriateness of punishers in a program ______
165.a. you need to consider protecting the person from unnecessary exposure to aversive stimuli
165.b. punishers should only be utilized in emergency situations
165.c. reinforcement has no ethical restraints
165.d. punishment has to be descriptive in nature
166. Initially, punishers should be implemented _____.
166.a. only as emergency efforts

166.b. using high intensity punishers
166.c. with nondiscriminative stimuli
166.d. as respondent processes
167. An individual engages in pica, the ingestion of non-edibles. Which reinforcement schedule would be most
appropriate?
167.a. DRI
167.b. DRL
167.c. DRD
167.d. DRH
168. A parent uses time-out and a hand signal to indicate time-out is beginning. The mother is checking her
watch and makes a similar motion and the child begins to cry. This is probably due to ________.
168.a. Post Traumatic Stress Disorder

168.c. the insight of a forthcoming reductive procedure
168.d. emotional responses that are phenomena associated with punishment.
169. You observe a parent hug her child contingent upon head slapping. You tell her to do nothing the next
time the child slaps her head, advocating the procedure of ________.
169.a. punishment
169.b. extinction
169.c. reinforcement
169.d. baseline
170. Punishment, by itself, is rarely completely effective because:
170.a. it models punishing behavior, person(s) involved can become conditioned aversive stimuli, counter
control may occur
170.b. punisher suppresses all behavior, person(s) involved is resented and avoided, counter control may
occur
170.c. no behavior is established, decrease in general performance, increased repetitious responses may
occur
170.d. it models aggressive behavior, person(s) involved can become conditioned reinforcing stimuli, counter
control may occur
171. While doing some work with young Jessica, you teach and reinforce when she says “A” when you hold up
the letter A. Once she becomes fluent, you hold up an “A” and a “B” to teach her to ___________.
171.a. make decisions

171.b. minimize errors
171.c. discriminate
171.d. equivocate stimuli
172. A sound rationale for conducting descriptive analysis is to develop ___________________.
172.a. statements of causation

172.b. functionally equivalent replacement behaviors
172.c. hypotheses on functional relationships based on the information obtained
172.d. conclusions about the origin of the behavior
173. ____________ is required for all punishment procedures or those procedures, which involve risk to
consumer rights or protection.
173.a. Data
173.b. Consent
173.c. Information
173.d. Supervision
174. If you utilized the least intrusive and least risky behavioral assessment methods to obtain only necessary
information sufficient enough to formulate your hypotheses, you are ___________.
174.a. identifying descriptive information within applicable ethical standards.

174.b. following established functional analysis protocol
174.c. identifying functional relationships within applicable ethical standards
174.d. using the least restrictive intervention
175. ___________ should be selected by the consumer and/or his or her representatives in consultation with
others selected by the team.
175.a. Targets for change

175.b. Long term goals
175.c. Psychiatric medications
175.d. Early intervention
176. A behavior analyst works with a child who is doing poorly in school and is not well liked by his parents
(who are considering placing him in foster care). The program is designed to increase prosocial attention and
compliance that result in proper attention from teachers, parents, and others. Your selection of these two areas
of acquisition are based upon the idea that targets for change _________.
176.a. should be data driven

176.b. should attempt to strengthen natural family and community involvement and maintain children in their
family home
176.c. avoid punitive procedures
176.d. should be predominantly humanistic in nature
177. When should a behavior change procedure be implemented?
177.a. Only when there is documentation of evidence and agreement of central participants that a change is
warranted.
177.b. Only if the behavior might do excessive tissue or property damage.
177.c. Only if the behavior is on an upward trend
177.d. Only if a psychiatrist and/or a behavior analyst deem it necessary.
178. If, and only if, the social and physical environments can support ________, they should be utilized.
178.a. reinforcers
178.b. punishers
178.c. behavior analysis
178.d. behavior change procedures
179. If the topography of the child’s behavior is pinching, you teach and reinforce using a Rubik’s cube, you are
implementing a _____ schedule of reinforcement.
179.a. DRO
179.b. DRL
179.c. DRH
179.d. DRI
180. “Punishment by itself is insufficient,” is a famous quote from Mr. Andrew Houvouras. What should always
be in place if a punisher is incorporated into a program?
180.a. Availability of generalized conditioned punishers

180.b. A DRO schedule of reinforcement
180.c. Stimuli and activities that are reinforcing
180.d. A verbal reprimand
181. A ______ is a single instance of behavior.
181.a. antecedent
181.b. consequence
181.c. response
181.d. reflex
182. In the “Demand Condition” of the functional analysis protocol, the therapist states, then states and
gestures, then does hand over hand to begin in session task demands. The therapist’s actions are ______:
182.a. reinforcing to challenging behavior

182.b. punishing to challenging behavior
182.c. prompts
182.d. evocative cues
_________.
183.a. experimental
183.b. applied
183.c. parsimonious
183.d. selective
184. In a multiple baseline design, what might create an interpretation problem?
184.a. Failure to control variables

184.b. Response generalization
184.c. Setting generalization
184.d. Failure of the behavior to return to baseline levels
185. You are working with a child who has showed the ability to mimic. Teachers and parents have asked you
to teach the child to discriminate between different things. You get an apple and a pear and place them on the
table. You say, “Point to the apple.” If the child points to the pear, you simply put your finger up, wait 5
seconds and say, “Point to the apple.” When the child does so, you praise her and give her sip of her favorite
drink. In our example, the pear is a(n) ________.
185.a. discriminative stimulus

185.b. S- delta
185.c. SP
185.d. SR+
\
186. Teachers and parents have asked you to teach the child to choose between different things. You get
some apples, a banana, and a pear and place them on the table. You say, “Point to the apple.” If the child
points to the pear or the banana, you simply put your finger up, wait 5 seconds and say, “Point to the apple.”
When the child does so, you praise her and give her sip of her favorite drink. Learning the difference between
the apple and other fruits is an example of __________.
186.a. discrimination
186.b. generalization
186.c. generality
186.d. genius
187. Intermittent schedules of reinforcement are _______.
187.a. more resistant to extinction than fixed schedules of reinforcement

187.b. equally resistant to extinction as fixed schedules of reinforcement
187.c. inappropriate to implement in applied settings
187.d. consistent with low rates of responses
188. The word “cat”, a picture of Garfield, and the sound meow might all evoke someone to say, “Cat.” All 3
things can be thought of as ________.
188.b. discrimination
188.c. stimulus selectivity
188.d. equivalent stimuli
189. You do some behavioral work with boys and girls with autism. If you noticed some differences between
the two genders with respect to average length of session time with same sex therapists, what data display
would be most appropriate?
189.a. line graph

189.b. a histogram
189.c. a standard celeration chart
189.d. none of the above
190. Jaime is an individual who is engaging in a great deal of exposing self at the grocery store and at school.
The most appropriate design is to establish baselines: one at the store and one at school and look at the
effectiveness of intervention in the two different environments. This would be ________.
190.a. a multiple baseline across behaviors design

190.b. an alternating treatments design
190.c. a reversal design
190.d. a multiple baseline across settings design
191. The process of _________ is when a stimulus is withheld which results in a temporary increase in
responding and an eventual reduction in response rate.
191.a. reinforcement
191.b. punishment
191.c. extinction
191.d. generalization
192. Utilizing a locked padded time-out room for a time-out procedure instead of a bedroom might make it
difficult for Anna to transition to a group home. The difficulty with the padded time-out room and the bedroom
are __________.
192.a. the stimuli might not be equivalent

192.b. the ethical ramifications of time out rooms
192.c. Anna cannot go to the least restrictive environment
192.d. the procedure has generality
193. Signing “water,” handing a PECS card for drink, and saying “Wah-tuh,” all get Catherine a drink. These
different forms of communication yield the same thing because they are essentially __________.
193.a. verbal behaviors

193.b. equivalent stimuli
193.c. discriminative stimuli
193.d. operant events
194. A teacher comes to you and says a child is eloping from class. Staff respond by chasing after the child
and physically escorting the child back. Teaching the child to ask to run and play tag with friends is an attempt
to do what?
194.a. punish the initial response

194.b. increase collateral reciprocal behavior
194.c. offer reinforcement for a functionally equivalent replacement behavior
194.d. alter respondent processes
195. After completing your functional assessment, you determine a student’s disruptive behavior serves the
function of getting his peers to laugh. What would be the most functionally equivalent replacement behavior?
195.a. Reinforcing time in seat

195.b. Reinforcing peers for ignoring
195.c. Teaching and reinforcing the child’s joke telling behavior
195.d. Reinforcing the child for getting attention by raising his hand
196. A behavior analyst has the most confidence in conclusions drawn from
196.a. inferential statistics

196.b. descriptive analysis
196.c. systematic manipulations
196.d. inductive reasoning
197. As a behavior analyst, you feel you have found an effective procedure for increasing time on task. You do
some experimenting with one child and successfully employ the use of the intervention with other children in
other settings. You now have more confidence that your procedure has
197.b. generality
197.c. collateral benefits
197.d. Parsimony equivalency
198. While consulting with a private school, you work with a teacher on teaching children to self-monitor their
behavior. The efforts result in increased completion of assignments, and fewer problem behaviors. You provide
your plan to a behavior analyst colleague to use in his school system. If it is effective in both schools, you have
confidence the plan has ___________.
198.a. maintaining reinforcers

198.b. evocative stimuli
198.c. generalization
198.d. generality
199. Breaking down a skill into its components to facilitate learning is ______.
199.a. shaping
199.b. chaining
199.c. task analysis
199.d. functional assessment
200. What is the definition of generalization?
200.a. Spread of changes in behavior engendered by a contingency to other operant conditions or other
respondent processes, that have not been exposed to that contingency
200.b. Spread of changes in behavior engendered by inconsistency of other stimulus conditions or other
responses, that have not been exposed to that contingency
200.c. Spread of changes in behavior engendered by a contingency to other stimulus conditions or other
responses, that have not been exposed to that contingency
200.d. Spread of changes in behavior engendered by a contingency to other stimulus conditions or other
responses, that have been exposed to that contingency
201. You are teaching swimming. You teach the person to do the front crawl. After a few weeks of teaching,
the person is doing both the front crawl and also starts doing sidestroke. What has happened?
201.a. stimulus generalization

201.b. response generalization
201.c. learning gradient
201.d. failure to generalize
202. Teaching a child to swim in a pool results in the child going to the beach and doing the front crawl in the
ocean is an example of ____.
202.a. stimulus generalization

202.b. response generalization
202.c. learning gradient
202.d. failure to generalize
203. “If Pat takes his medication then he can go out and play,” is what kind of statement.
203.a. stimulus control

203.b. contingency
203.c. operant behavior
203.d. rate
204. Seven hundred instances of SIB in a 16-hour time period is the _______ of the behavior:
204.a. rate
204.b. frequency
204.c. criterion
204.d. duration
205. ________ is the time prior to the implementation of the independent variable.
205.a. Baseline
205.b. Duration
205.c. Interresponse time
205.d. Latency
206. If interobserver agreement is low, the behavior analyst _________.
206.a. should minimize the number of observations

206.b. should extend baseline
206.c. should assess reactivity from the presence of the behavior analyst
206.d. should revisit the operational definition(s) with observers
207. In the __________ some stimuli paired with unconditioned stimuli eventually acquire eliciting properties.
207.a. Pavlovian conditioning model

207.b. The respondent conditioning model
207.c. The operant conditioning model
207.d. The rule governed behavior model
208. If the consequence that follows the response has an effect on its rate, it must be a(n) _________ process
taking place.
208.a. operant
208.b. respondent
208.c. clinical
208.d. autoclitic
209. A dependent relationship between a response class and one or more stimulus classes (operant), or
between two or more stimuli (respondent), often referred to as an “If ___, then ____,” relationship is a
____________.
209.a. continuity
209.b. contingency
209.c. response class
209.d. stimulus class
210. What exists when changes in an antecedent or consequent stimulus class consistently alter a dimension
of a response class?
210.a. functional relationship

210.b. class equivalency
210.c. contingency
210.d. behavior
211. The critical distinction between contingency shaped and rule governed behavior is that, in contingency
shaped behavior, the organism ___________.
211.a. contacts the actual consequences

211.b. does not contact the actual consequences
211.c. contingently observes before responding
211.d. responds with an increased effort
212. ___________ is teaching your dog, Lucy, to sit, roll over, and bark before receiving a treat.
212.a. Stimulus fading

212.b. Shaping
212.c. Chaining
212.d. Thinning
213. An alcoholic walks by a bar after a difficult day at work and a fight with her spouse. She passes the neon
sign, smells the aroma of her favorite beer, and walks in and orders a brew. What evokes her behaviors?
213.a. The SD’s for the behavior are present and evoke the response
213.b. She has not been exposed to enough aversive stimulation
213.c. Her behavior is not yet under the governance of AA rules
213.d. Establishing operations
214. A young man has been exposed to books and videos of pornography since he was a child. As he ages
into adulthood, he sees large breasted women and exposes himself to them. The sight of large breasts is what
for the inappropriate behavior of exposing himself?
214.a. an S-delta
214.b. an SP
214.c. an S-minus
214.d. a discriminative stimulus
215. You are working in a classroom and a new staff enters and says, “Catherine, sit down,” and she does so.
Why?
215.a. “Catherine, sit down,” is probably an SD

215.b. “Catherine, sit down,” is probably an S-delta
215.c. “Catherine, sit down,” is an intrusive prompt
215.d. “Catherine, sit down,” is probably an SP
216. A father comes home from work to find out his son with autism has kicked a hole in the wall. The father
yells and screams at the boy, which does not change the son’s kicking behavior. During dinner, the son is
handed his plate and he proceeds to eat all his dinner after the father says, “Son, eat please.” The father’s
request is a(n) ____ for eating.
216.a. reinforcer
216.b. punisher
216.c. SD
216.d. S-delta
217. Establishing operations momentarily alters the effectiveness of the reinforcer and the momentary
_________ of the response class that has in the past produced the stimulus.
217.a. latency
217.b. frequency
217.c. satiation
217.d. validation
218. A child steals a drink after eating crackers and pretzels. The eating of crackers and pretzels best
demonstrates the role of ____.

218.b. negative behavior
218.c. establishing operations
218.d. elicited responding
219. Frank says his son Bobby is always more hyper and distractible when he returns home from school
because he needs his afternoon meds, which target ADHD symptoms. Frank understands the role of _____.
219.a. reinforcement schedules

219.b. behavioral assessment
219.c. establishing operations
219.d. confounding variables
220. Stimuli presented or withdrawn that decrease the future probability of a behavior are _____________.
220.a. reinforcers
220.b. punishers
220.c. operants
220.d. consequences
221. A reinforcement schedule is put in place so that Chris will get a certain reinforcer as he gradually
increases the number of words typed per minute. This type of reinforcement schedule is ______.
221.a. DRL
221.b. DRO
221.c. DRH
221.d. DRD
222. Introducing a stimulus that decreases the future probability of response is

223. Introducing a stimulus that increases the future probability of response is

224. Certain stimuli increase the future probability of a response when they are terminated following that
response. This process is ________.

225. Reinforcers paired with previously established reinforcers can be ______.
225.a. unconditioned reinforcers

225.b. evocative stimuli
225.c. generalized conditioned reinforcers
225.d. generality
226. Kim comes into the group home and immediately tells you she likes your shoes. You provide her specific
praise and a pat on the back. The group home coordinator lets you know Kim has been increasingly
complimentary. You have used what procedure?

227. An often cited and practical example of a generalized conditioned reinforcer is
227.a. money
227.b. sex
227.c. food
227.d. water
228. In general, reinforcers should be delivered within __________.
228.a. 5 seconds
228.b. 0.5 seconds
228.c. 5 minutes
228.d. 50 seconds
229. Catherine is learning to toilet and is offered mustard as a reinforcer when she toilets. As a teacher, you
state that this is probably not the best idea because ___________.
229.a. you need to use a variety of mustards to prevent satiation

229.b. the ideal reinforcer is a generalized conditioned reinforcer
229.c. you should use mustard for on-task behavior
229.d. mustard is not a reinforcer
230. Salivating to the bell, in Pavlov’s experiment, is what?
230.a. Unconditioned stimulus

230.b. Unconditioned response
230.c. Conditioned stimulus
230.d. Conditioned response
231. Magnitude, timing, variety, duration and quantity are 5 ____.
231.a. response measures of a dependent variable

231.b. common analog conditions
231.c. parameters of reinforcement
231.d. evocative stimuli
232. In the graph below, explain what kind of design this is:

232.b. Alternating treatments
232.c. Reversal
232.d. Withdrawal
234. A colleague suggests an individual’s multiple personality disorder is causing his yelling and crying
behaviors. This would be difficult to prove or disprove since you cannot easily define, objectively observe and
measure personality, the ___________ dimension of applied behavior analysis.
234.a. deterministic
234.b. empirical
234.c. technological
234.d. parsimonious
235. A behavior analyst is called in to work with a teenager with bulimia. What should be the first course of
action, assuming consent is in place?
235.a. Refer to a counselor; eating disorders are far too complicated to be addressed behaviorally
235.b. Begin functional analysis
235.c. Authoring a behavior contract
235.d. Let the teenager know behaviors that might have to be directly addressed, like limiting trips or time in
the bathroom and continue the assessment
236. A behavior analyst is called in to work with a teenager with bulimia. The parents insist on your continued
involvement. The parents say, on average, the teenager spends 10-15 minutes each hour in the bathroom,
particularly right after meals. What is your course of action?
236.a. Establish the validity of the parent’s baseline report

236.b. Take baseline with parental consent
236c. Omit baseline
236.d. None of the above are options for treatment
237. While working with a teenager with bulimia, you target gradually decreasing amounts of time in the
bathroom, beginning with 8 minutes for the girl to receive a reinforcer. Once the girl meets this goal for 3 days,
you reduce time in the bathroom to 6 minutes, then 4, then 3. This is a(n) ____________ design.
237.a. multiple baseline across days

237.b. a changing criterion
237.c. alternating treatments
237.d. a parametric
238. While working with a teenager with bulimia, you target gradually decreasing amounts of time in the
bathroom, beginning with 8 minutes. Once the girl meets this goal for 3 days, you reduce time in the bathroom
to 6 minutes, then 4, then 3. The measure in this scenario is __________.
238.a. rate
238.b. IRT
238.c. an interval
238.d. duration
239. While working with a teenage girl with bulimia, you choose to reduce number of trips to the bathroom per
hour, working on what kind of dependent measure?
239.a. rate
239.b. whole hour interval
239.c. latency
239.d. percentage of occurrence
240. A support staff comes onto the workroom floor and says, “Bus is here, everyone.” The workshop
employees pack up their things and leave. Why is this behavior maintained?
240.a. “Bus is here, everyone,” is an SD

240.b. There are contacts with natural contingencies
240.c. The employees can discriminate
240.d. The procedure has generality
241. Collect baseline data on head slapping for one week, have the parents reinforce the son’s behavior of
saying, “Come here, please,” returning to baseline, and then reintroducing the treatment is a ________ design.
241.a. multiple baseline

241.b. changing criterion
241.c. withdrawal
241.d. reversal
242. A behavioral __________ is a periodic measurement of different stimuli.
242.a. program
242.b. probe
242.c. level
242.d. trend
243. Behavior analysts rely on ______________ to make program decisions.
243.a. clinical insight

243.b. amount of experience
243.c. primary positive reinforcers
243.d. data
244. Successive data points should be connected when __________.
244.a. there is great variability

244.b. they span a period of time when data was lost
244.c. they are on the same side of a phase line
244.d. the graph is in even intervals
245. You have worked with several children with self-injurious behavior and find a combination reinforcement
and punishment procedure that works well with all the children on your caseload. You publish your methods
and findings and submit them to other behavior analysts. The sharing of your procedures and data is
245.a. Conceptually systematic

245.b. Empirical
245.c. Technological
245.d. Generality
246. You are working with a client, who while not dangerous to himself or others, is disruptive to a classroom
environment because he constantly flaps his hands. The student is one of 25 students so individual attention is
not a viable option. You write up a program where he will be allowed to squeeze a stress ball at any time and
will be offered reinforcers for squeezing the stress ball. What type of schedule is this?
246a. DRO
246b. DRI
246c. DRD
246d. DRL
247. If a behavior is increasing in frequency, we can say that it is _____.
247a. shaped
247b. a good thing
247c. being reinforced
247d. positively being punished
248. Parameters of reinforcement include:
248a. Timing, quantity, magnitude, duration and variety

249b. Timing, frequency, quality, and magnitude
248c. Timing, elements, length, and duration
248d. Timing, environment, frequency and variety
249. ____________________ has been shown to be effective in reducing behavior that is maintained by
consequences in a ________ schedule.
249a. Reinforcement; complex

249b. Environment; CRF
249c. Non-contingent reinforcement; NCR
249d. Punishment; DRD
250. A student with mental retardation has turned 18, the age of capacity in the state and is invited by the
teacher to attend and sign the IEP. Legally, the school system allows the parents to remain as guardian until
the student graduates and the parents ask for the child not to attend the IEP. Ethically, is this acceptable?
250a. No
250b. It depends on the school district
250c. Yes
250d. I have no idea
1. C 43. B 85. B 127. C 169. B 211. A
2. A 44. C 86. A 128. C 170. A 212. C
3. A 45. C 87. B 129. D 171. C 213. A
4. C 46. C 88. C 130. C 172. C 214. D
5. C 47. A 89. A 131. B 173. B 215. A
6. D 48. D 90. D 132. A 174. A 216. C
7. B 49. A 91. D 133. C 175. A 217. B
8. A 50. A 92. D 134. B 176. B 218. C
9. A 51. D 93. A 135. D 177. A 219. C
10. D 52. B 94. B 136. B 178. D 220. B
11. A 53. B 95. A 137. A 179. D 221. C
12. B 54. B 96. A 138. C 180. C 222. C
13. A 55. C 97. C 139. B 181. C 223. B
14. A 56. D 98. C 140. D 182. C 224. A
15. D 57. D 99. A 141. D 183. B 225. C
16. C 58. C 100. A 142. D 184. B 226. B
17. C 59. D 101. A 143. B 185. B 227. A
18. B 60. C 102. A 144. B 186. A 228. B
19. C 61. A 103. B 145. B 187. A 229. B
20. B 62. A 104. C 146. D 188. D 230. D
21. B 63. B 105. C 147. C 189. B 231. C
22. C 64. B 106. A 148. D 190. D 232. A
23. C 65. B 107. B 149. A 191. C 233.
24. A 66. B 108. C 150. B 192. A 234. B
25. B 67. B 109. D 151. A 193. B 235. D
26. B 68. D 110. A 152. D 194. C 236. C
27. B 69. C 111. C 153. C 195. C 237. B
28. B 70. C 112. D 154. C 196. C 238. D
29. A 71. B 113. B 155. B 197. B 239. A
30. D 72. B 114. C 156. D 198. D 240. B
31. D 73. C 115. C 157. B 199. C 241. C
32. B 74. C 116. B 158. D 200. C 242. B
33. A 75. A 117. C 159. B 201. B 243. D
34. A 76. A 118. A 160. C 202. A 244. C
35. C 77. A 119. A 161. A 203. B 245. C
36. A 78. B 120. B 162. D 204. A 246. B
37. B 79. A 121. C 163. B 205. A 247. C
38. D 80. C 122. D 164. D 206. D 248. A
39. A 81. A 123. B 165. A 207. B 249. C
40. C 82. B 124. A 166. B 208. A 250. A
41. B 83. B 125. D 167. A 209. B
42. C 84. B 126. C 168. D 210. A
1. Explanation: Operant conditioning refers to behaviors shaped by consequences. The keyword to look
for is “consequence”.
2. Explanation: Respondent conditioned responses are often conceptualized as reflexes. The relationship
is between conditioned and unconditioned stimuli that precede the response.
3. Explanation: Reinforcers, by definition, result in an increase in behavior. Note there is no value
judgment in this statement. Behavior that increases and is maintained is being reinforced. The keyword
is “increase”.
4. Explanation: The keyword is “withheld”. Extinction is a procedure. It involves withholding a previous
reinforcer.
5. Explanation: Consequences proceed behaviors.
6. Explanation: This is the exact definition of stimulus control
7. Explanation: The keyword is “decrease”. A decrease in behavior following a positive or negative
operation is punishment so the stimuli are termed “punishers”.
8. Explanation: Something terminated is a negative operation. The probability of the response increasing
is a reinforcing effect.
9. Explanation: The throwing of a football and a baseball are similar, not identical, motions/behaviors. The
emergence of a slightly different, untrained behavior (throwing a baseball) after training another
behavior (throwing a football) is an example of response generalization.
10. Explanation: Satiation is often thought of as “having had enough.”
11. Explanation: Reinforcement and increase are synonymous.
12. Explanation: Hitting/blunt force trauma will result in injury and reflexive behaviors that require no prior
learning.
13. Explanation: The smell of burning oil does not necessarily lead to anxious responses. That would have
to be learned by the pairing of the pain from the accident with the stimuli that were conditioned during
that time (smell of burning oil, red metal).
14. Explanation: Rule governed behaviors are operant in that they are shaped via consequences. However,
the behavior is shaped by an explanation or observation of the consequences, not by directly
experiencing the consequences.
15. Explanation: Establishing operations precede behavior and change the reinforcing value of a given
stimulus.
16. Explanation: Think Operant and cOnsequences
17. Explanation: There are two types of operant conditioning: contingency shaping and rule governance. In
contingency shaped behavior, the individual directly experiences the consequences. In rule governed
behavior, an explanation of the consequences changes the behavior. This is an example of operant
conditioning; more specifically, rule governance.
18. Explanation: “B” is the only choice where the child’s behavior does not directly contact the contingency.
19. Explanation: Reinforcers and punishers follow behavior.
20. Explanation: The immediacy of reinforcement, the timing, is an important factor in making sure a
stimulus functions as a reinforcer. Immediate reinforcement of the target behavior will help develop
stimulus control.
21. Explanation: Empirical refers to how behavior analysts operationally define behaviors so that the
behaviors can be directly observed and objectively measured.
22. Explanation: Behavior analysts recognize that conclusions are temporary and can be improved upon.
23. Explanation: Technological does refer to detailing procedures and such. It also refers to sharing the
information with the scientific community.
24. Explanation: Behavior analysts consistently refer back to the basic assumptions of the field and stick to
behavior analytic theories.
25. Explanation: Applied work means what the behavior analyst is doing has relevance to the individual, the
community and society at large.
26. Explanation: The experimental analysis of behavior provides the theoretical underpinnings and
foundations for applied behavior analysis. However, experimental work does not necessarily have
social relevance.
27. Explanation: Improving the life of a child by exploding less and doing better at home and school is
applied.
28. Explanation: EAB and ABA are 2 distinct fields with rich, shared histories. EAB provides the theory that
is then extended into applied fields.
29. Explanation: Keyword is “elucidate” which means to make clear. Behavior analysts, as behavioral
scientists, can manipulate different independent variables to accurately assess the function of
behaviors and the effectiveness of interventions. Scientific manipulation, functional analysis and
experimental manipulation are often used interchangeably.
30. Explanation: Behavior analysts are supposed to use assessment techniques and interventions that lead
to significant, long term change.
31. Explanation: Behavior analysts assume all behavior is purposeful even if the immediate reason for the
behavior is unknown and difficult to observe.
32.
33. Explanation: The experimental analysis of behavior involves exploring the relationships between
environmental variables and behavior. However, the behaviors studied do not have social relevance.
34. Explanation: Generality always refers to procedures. Generalization, on the other hand, refers to
behaviors or stimuli.
35. Explanation: The independent variables are the interventions inside the graph.
36. Explanation: The dependent variable is labeled outside of the graph. It is what you are measuring, the
behavior of concern.
37. Explanation: “Social relevance” is the key to behaviors being applied
38. Explanation: Working on fine motor skills might open up opportunities to the individual so the work is
applied.
39. Explanation: The study does not have social relevance to an individual and a community. In general,
most animal studies are regarded as part of the experimental analysis of behavior.
40. Explanation: Altering conditions is scientific manipulation, sometimes referred to as systematic
manipulation; “elucidate” is a keyword.
41. Explanation: In this example, there are two distinct treatments (aka independent variables): access and
escape. The alternating treatments design is one kind of experimental manipulation.
42. Explanation: A functional hypothesis is an educated guess about what reinforcer(s) maintains a target
behavior. The statement includes the topography of the behavior and the guess about which variable
(typically attention, escape/avoidance, access or automatic) is most reinforcing.
43. Explanation: If attention is thought to be the maintaining variable, ignoring would be one way of
implementing extinction. This example shows the necessary link between what the functional
hypothesis is and how it drives intervention.
44. Explanation: Systematically altering (manipulating) variables is part of functional analysis.
45. Explanation: Descriptive analysis refers to a description of the behavior that is derived from typical
assessment procedures employed by behavior analysts. Descriptive analysis does not necessarily
involve experimental manipulations.
46. Explanation: Organizing data is why the behavior analyst begins with descriptive analysis. Functional
analysis (aka systematic manipulations) is often undertaken once the relevant information is obtained.
47. Explanation: Antecedent stimuli precede the behavior. “Sit down and work, please” comes before biting
hand
48. Explanation: The relationship between a behavior and the consequence that follows it is a functional
relationship.
49. Explanation: People interviewed who fill out functional assessment tools, ABC sheets, and observe are
beginning to describe the behavior.
50. Explanation: Ethically, emergency procedures need to be put in place as health and safety are always
the primary concerns.
51. Explanation: Baseline is “A”. Attention, signified as a change in the independent variable by the phase
line is “B”. Withdrawing treatment and returning to baseline is “A” and reintroducing treatment is “B”.
ABAB is withdrawal.
52. Explanation: The frequency of hand raising is highest when praise is the independent variable.
53. Explanation: Behavior is evoked by discriminative stimuli/SD’s but behavior is maintained by
reinforcers. Be careful that scenario based question don’t lead you toward responding without
understanding what the question is.
54. Explanation: Keyword is “procedures”. If procedures work with different individuals and in different
settings, they have more generality.
55. Explanation: Behaviors often generalize to untrained places and untrained settings. A skill like toileting
is something you want to generalize across all environments.
56. Explanation: The topography is the form of the behavior. A scenario like this involves great detail.
However, the question is in respect to what form the behavior takes.
57. Explanation: The effect of any treatment is demonstrated by the change in the behavioral measure. If
the treatment yields changes in the rate of SIB and those changes persist even in a return to a baseline
condition, it is reasonable to hypothesize that there is some other maintaining variable or the behavior
would return to baseline levels.
58. Explanation: If behavior is to be maintained, it needs to contact natural reinforcers in the current and
future environments in which a person lives, works and recreates.
59. Explanation: Health and safety supersede all other considerations.
60. Explanation: SD’s, aka discriminative stimuli, evoke behaviors. They signal certain reinforcers are
available. The sister’s presence evokes the behaviors as something is reinforcing the brother’s actions.
61. Explanation: Antecedents precede behaviors.
62. Explanation: Establishing operations change the value of a reinforcer and the probability of behaviors
occurring that typically result in the reinforcer.
63. Explanation: Room temperature, lighting, noise level, seating arrangement are common examples of
ecological variables.
64. Explanation: While the behavior is studied in school, the question does not suggest what, if anything, is
socially relevant about the behavior.
65. Explanation: Ethical decision making involves addressing the behaviors of concern while minimizing
exposure to aversives and isolation.
66. Explanation: This is very close to the accepted definition of environment.
67.
68. Explanation: This type of question leads one to thinking, “The amount of reinforcement changes” or
“They’re probing something”. Stay within the information you have. Number of staff to clients and
number of students in a class are ecological changes: they may have an impact on behavior but the
variable is not discrete.
69. Explanation: Behaviors, not people, are strengthened/reinforced. People gain stimulus control over
behaviors.
70. Explanation: The correct answer can only be “c”; nowhere is there a mention of an effect on behavior
nullifying “a” or “d” being an answer.
71. Explanation: While the boy engages in behavior (after all, everything we do is behavior), the net effect
of the mother saying, “Leave me alone,” is an attempt to decrease the son’s requests. Note, at the
same time, the mother avoiding interaction with the son is being negatively reinforced and is, probably,
likely to recur.
72. Explanation: Determinism means behaviors are the result of environmental phenomena. Bipolar
disorder is a label and labels are not sufficient explanations for behavior.
73. Explanation: An adult who has reached the age of capacity (21 in most states), can provide consent
unless they have been declared incompetent by a court of law.
74. Explanation: Sequence analysis is another term for antecedent-behavior-consequence, or ABC,
analysis.
75. Explanation: Analog conditions is another term for manipulating distinct variables, which is what the
behavior analyst does when functionally analyzing behavior. Component analysis (“b”) is when a
treatment package/intervention (the independent variable) is broken down to ascertain what part or
parts are the most effective. Functional assessment (“c”) involves records review, structured interviews
and data collection but no variables are manipulated. Pattern analysis (“d”) is a means to record
behavior data to elucidate what time, environment, people are most often paired with certain behaviors.
76. Explanation: Contacting the contingency is contingency shaped; learning via observation or explanation
is rule governed. Both contingency shaped and rule governance are operant.
77. Explanation: Note the behaviors are under stimulus control.
78. Explanation: Errorless learning is one method of discrimination training.
79. Explanation: The answer is in the first 6 words. Draw graphs out if necessary.
80. Explanation: Confidentiality should govern all the work done by behavior analysts. It is extensively
covered in the Guidelines for Responsible Conduct provided by the Behavior Analyst Certification
Board.
81. Explanation: While health and safety are the first considerations, it is important to understand how the
environmental events led to the behavior and assess the appropriateness of the interventions.
82.
83. Explanation: Psychologists and counselors attempt to change thoughts and feelings. Being behavioral
means the emphasis of the work will involve changing behavior and that behavior alone merits
consideration for change.
84. Explanation: Ultimate outcomes not only increase social contacts and increased opportunities to access
reinforcers but decrease the risk of exposure to aversive contingencies.
85.
86. Explanation: Generalization sometimes requires planning and teaching. If behaviors can be easily
replicated in the natural environment and contact natural reinforcers, the behaviors are more likely to
generalize.
87. Explanation: In questions like these, the behavior analyst can label the different variables accordingly:
Taking baseline (A), applying a treatment to one variable (B), returning to baseline (A) and applying the
same treatment to a different variable (C); ABAC is a reversal design.
88. Explanation: Reinforcement schedules are used in applied work but the question does not indicate how
social relevance plays a part so the answer can only be experimental.
89. Explanation: Behaviors that generalize occur in many different environments and with different people.
90. Explanation: Promoting generalization involves varying the stimuli involved in training.
91. Explanation: Behavior analysts assume conclusions are temporary and can be improved upon.
92. Explanation: “D” is the right answer as the skills in “D” are measurable and, therefore, intermediate
outcomes: skills acquired that lead up to more general ultimate outcomes.
93. Explanation: This scenario leads you to believe the answer should be establishing operation/EO since
the examples are all establishing operations. However, the refrigerator does not increase the value of a
reinforcer. It signals reinforcers are available and evokes reaching and opening behaviors.
94. Explanation: always The ultimate outcome is the “big picture.” It pertains to increasing reinforcers,
choices and social contacts.
95. Explanation: Keyword is “except”. The differential reinforcer of other behavior means you offer a known
reinforcer as long as the person fails to engage in the target behavior(s).
96. Explanation: This is the concept of extinction: withholding a previous reinforcer. The net effect of this
is, often, the extinction burst, an initial increase in response rate.
97. Explanation: In this case, you have not addressed an individual and have made no mention of
collecting data. You’ve simply increased the amount of activities and reinforcers in the classroom
environment.
98. Explanation: Discriminative stimuli evoke behavior because of a reinforcement history.
99. Explanation: While Jeremy has not contacted the contingency directly, his behavior is shaped by
consequences; rule governed behaviors are operant.
100. Explanation: The lack of phase lines and the order of the conditions suggest this is a functional
analysis graph.
101. Explanation: The highest frequency is in the escape condition so the behavior analyst has
experimentally demonstrated the reinforcer most salient to disruptive behavior.
102. Explanation: The question makes reference to the reinforcer being contingent on a changing
criteria so this design would probably be the most appropriate.
103. Explanation: While it may be beneficial for the parents to participate, an individual has to be
declared incompetent by a court. Individuals who have reached the age of capacity can provide their
own consent.
104. Explanation: If procedures can be extended to different target behaviors, other people, other
settings, the behavior analyst has more evidence that the procedures have generality.
105. Explanation: Once you know you are taking two baselines, you should comb the answers and
look for multiple baseline.
106. Explanation: Wanting to target a length of time suggests duration might be the most appropriate
target.
107. Explanation: The behavior analyst can act without consent if the behavior presents imminent
harm to self or others.
108. Explanation: Two or more independent variables alternating fairly frequently is an alternating
treatments design.
109. Explanation: Health and safety first is often a prudent choice for where to begin..
110. Explanation: This is the exact definition of the term.
111. Explanation: If slightly different responses (response generalization) or the same behavior in
different environments (stimulus generalization) are to occur, instruction should be loose and in the
area where the behaviors are likely to occur.
112. Explanation: Ecological variables are often thought to impact behavior but they are more
general types of environmental cues like lighting and room temperature.
113. Explanation: While ecological variables might impact behavior, they tend not to be discrete
variables. In this example, it would be a tremendous leap of faith to say the lights and picture schedules
signal reinforcer availability (as SD’s do).
114. Explanation: Incidental teaching opportunities are naturally occurring learning moments.
115. Explanation: Stay away from easy answers like “refer this away”. When dealing with different
measures of the same independent variable, a behavior analyst can consider using the parametric
analysis to help evaluate which level of medication is most effective.
116. Explanation: The most effective reinforcer is the same reinforcer maintaining the challenging
behavior.
117. Explanation: Reinforcer sampling is one way to determine reinforcers and is more valid than
interviews and questionnaires.
118. Explanation: All three methods can be effective. Anytime the behavior analyst manipulates
variables, the more likely the results will be valid.
119. Explanation: These behaviors have social relevance.
120.
121. Explanation: If escape is reinforcing, putting a child in time out may actually provide this
reinforcer to the student. Procedures should address behavioral function.
122. Explanation: A behavior contract, aka contingency contracting, involves stipulating what
behaviors are expected, the length of the contract and what reinforcer(s) will be available if the contract
is met.
123.
124. Explanation: In a changing criterion design, there is a shift in the level of the target behavior
that will receive the given consequence.
125. Explanation: collect baseline on number of math problems completed (A), have her reinforce
increased number of problems completed (B), return to baseline (A), and then reinforce time-on-task
(C)
126. Explanation: Line graphs have equal intervals on both the vertical and horizontal axes.
127. Explanation: In a response cost, some value of the reinforcer is lost contingent on the
occurrence of a target behavior.
128. Explanation: The children not chewing gum have observed the consequences from their peers
and their behavior has been shaped accordingly.
129. Explanation: Modeling is when the behavior is demonstrated so that imitation can take place.
130. Explanation: Remember that contingency contracting is also referred to as behavior contracting.
131. Explanation: The subtle difference between chaining and shaping is that whole, intact behaviors
are reinforced in chaining; shaping is reinforcing gradual approximations of one terminal target
behavior.
132. Explanation: Your observations are generating the functional hypothesis. Whether or not the
behavior actually is maintained by automatic reinforcement would have to be validated through
functional analysis.
133. Explanation: Latency is the time from the onset of the stimulus to the beginning of the behavior.
134. Explanation: CER’s are potential side effects to punishment.
135. Explanation: Reprimands acquire aversive characteristics through pairing with other stimuli. A
child learns that a reprimand is aversive.
136. Explanation: Reinforcers (and punishers, for that matter) are defined, in part, by the effect on
behavior
137.
138. Explanation: Goals should be established by individuals and important people in their lives.
139. Explanation: All of the skills listed have social relevance.
140. Explanation: Number of behaviors divided by observation time is rate.
141. Explanation: The time from the start to the end of behavior is the duration.
142. Explanation: This is an exact definition of latency.
143. Explanation: 360 divided by 2 (120 minutes is 2 hours) equals 180
144.
145. Explanation: A span of time without data should be represented by a scale break
146. Explanation: The teacher does not introduce anything. She withholds a reaction. S-deltas signal
the procedure of extinction.
147. Explanation: Latency is the time from the end of a stimulus to the onset of the response.
148. Explanation: SD’s signal reinforcers are available and evoke behaviors.
149. Explanation: Functional analysis and systematic manipulation are terms that can be used
interchangeably.
150. Explanation: Functional analysis and systematic manipulation are terms that can be used
interchangeably.
151. Explanation: A keyword is “analog”. Functional analysis is when a behavior analyst does an
experiment to determine the maintaining variable(s) to a behavior to develop effective treatment.
152. Explanation: Descriptive analysis is how the behavior analyst begins organizing relevant
information about behavior and the circumstances in which it occurs.
153. Explanation: An individual’s records may contain medical information, prior evaluations, etc. that
contain highly pertinent information.
154.
155. Explanation: The behavior analyst is always leery of functional hypotheses about a behavior
and a consequence that is not immediate. If you were unsure about the parents’ conclusion, you would
continue your assessment.
156. Explanation: A hallmark of functional behavior assessment is direct observation of the individual
in the targeted environment.
157. Explanation: If you are with holding attention or not speaking to the child when the target
behavior is exhibited then it is likely attention is maintaining the behavior.
158. Explanation: Descriptive analysis organizes relevant information about behavior and its
circumstances so the behavior analyst can make an educated guess about the function of the behavior.
159. Explanation: Behavior over time is rate; the noncontingent reinforcement procedure produces
less self injury so it should be the procedure of choice.
160. Explanation: Incorporate individuals into the decision making process whenever possible.
161. Explanation: The behavior analyst needs to strengthen behavior and condition a variety of
things as reinforcers.
162. Explanation: Thin schedules of reinforcement; fade prompts.
163. Explanation: Complex schedules of reinforcement include combined simple schedules of
reinforcement.
164. Explanation: Matching law proposes a similar idea.
165. Explanation: The protection of dignity is critical to ethical decision making. Limiting unnecessary
exposure to these stimuli affects helps maintain the dignity of the individual.
166. Explanation: While punishment is regarded by some as abhorrent, if it is necessary to use
punishment, the behavior analyst needs to safeguard the individual from acclimating to the punisher
which might render the punisher ineffective and necessitate more intense punishers.
167. Explanation: Richly reinforcing an incompatible behavior is the best of the 4 offered
168. Explanation: Emotional responding is one potential side effect of using punishment.
169. Explanation: Extinction refers to a procedure where previous reinforcers are withheld.
170. Explanation: These are all known side effects to punishment. Punishment does not establish
behavior.
171. Explanation: Discrimination involves reinforcing responses in the presence of the SD and
putting other responses on leaner schedule, punishment or extinction.
172. Explanation: While the functional hypothesis still is an educated guess, it is made after a careful
examination of relevant data.
173. Explanation: Consent, often initially obtained for behavior analytic services, should be secured
again if punishment procedures and/or those which put a person at risk.
174. Explanation: Ethical assessment means the behavior analyst uses only the most necessary
methods and procedures to ascertain the function of the behavior.
175. Explanation: The individual, as much as he possibly can, should participate in selecting which
behaviors are to be changed.
176. Explanation: The court system often attempts to keep children with their families. Selecting
targets with this understanding is important.
177. Explanation: Consensus is sometime difficult to obtain. However, it is important to have some
consensus about what behaviors need addressed by an assessment.
178. Explanation: Procedures should be discussed and, ideally, agreed upon, prior to their
implementation.
179. Explanation: Having hands on the Rubik’s cube is incompatible with pinching, thus differential
reinforcement of incompatible behavior (DRI).
180. Explanation: Punishment fails to teach and reinforce behaviors. A move to use punishment
should result in the behavior analyst enriching what is available to the person in the general
environment.
181. Explanation: Response and behavior are often used interchangeably, particularly in behavioral
literature.
182. Explanation: The statement is a verbal prompt; the second prompt combines a verbal and
gestural prompt; the third is a physical prompt.
183. Explanation: All of the behavior listed have social relevance
184. Explanation: Response generalization is when an untrained behavior emerges. When
reinforcing certain skills, for example, other skills not directly targeted also increase. This might even be
desirable but makes it difficult to interpret the effect of the independent variable.
185. Explanation: Reinforcement is withheld.
186. Explanation: Discrimination is the ability to emit different responses to different stimuli.
187. Explanation: Intermittent schedules of reinforcement are often used to maintain behavior.
188. Explanation: Equivalent stimuli generate the same response.
189. Explanation: Histograms are good to use for measures of central tendency.
190. Explanation: Establishing two different baselines in two different environments is a multiple
baseline across settings design.
191. Explanation: A definition of extinction.
192. Explanation: The stimuli in each environment are so different that the discerning behavior
analyst would have to probe whether or not it is the time out or the combination of the time out and the
room before deciding whether or not to have the child transition to the group home.
193.
194. Explanation: Functionally equivalent replacement behaviors should yield the same reinforcer as
the challenging behavior.
195. Explanation: Telling jokes would result in the reinforcer of peer laughter.
196. Explanation: A hallmark of EAB and ABA is the reliance on experimental manipulation to
provide data from which to base conclusions.
197. Explanation: Generality always refers to procedures. Look for the idea of procedures or
interventions in these type of questions if generality is a possible answer.
198. Explanation: Generality always refers to procedures
199. Explanation: In a task analysis, a behavior is observed and then laid out step by step to assess
what skills need further prompting and reinforcement.
200.
201. Explanation: A slightly different behavior emerges.
202. Explanation: The same behavior has generalized to a different environment with a different set
of stimuli.
203. Explanation: “If ___, then ____,” are contingency statements.
204. Explanation: Rate = behavior ÷ time
205. Explanation: Baseline is when behavior is measured with no change in the independent
variable(s).
206. Explanation: Interobserver agreement tells the behavior analyst how accurate are you
measuring what you think you are measuring.
207. Explanation: In this example, “a” is actually correct and how the model is termed but “b” is the
best answer.
208. Explanation: Operant conditioning is when consequences affect the response measure.
209. Explanation: The definition of contingency.
210. Explanation: Functional relationships exist when the changes in the antecedents and
consequences produce a change in behavior. This is close to a definition of a functional relationship.
211. Explanation: Contingency is an “If ____, then _____,” statement so behavior shaped by
contingencies is “If John directly experiences a consequence, then his behavior will change.”
212. Explanation: Chaining is when a series of complete behaviors are reinforced in sequence.
213.
214.
215. Explanation: SD’s evoke behavior. The example says the staff is new so the staff does not have
stimulus control over Catherine’s sitting behavior. It appears the behavior is under stimulus control of
“Catherine, sit down.”
216.
217. Explanation: Both the value of the reinforcer and the frequency of the behavior are impacted by
establishing operations.
218. Explanation: In this case, the EO increased the value of drink as a reinforcer and drink getting
behaviors.
219. Explanation: Medication examples are often related to the ever changing impact of establishing
operations.
220. Explanation: The keyword is “decrease”.
221. Explanation: A DRH, the differential reinforcement of higher rates of behavior, are typically
aimed at acquisition skills and increasing rates of behavior receive the intervention.
222. Explanation: Introduction is a positive operation. The effective on the behavior is decreasing so
it is punishment.
223. Explanation: Introducing a stimulus is a positive operation while reinforcement is the effect on
behavior.
224. Explanation: Termination is a negative operation while the effect on behavior is reinforcement
since the probability of occurrence increases.
225. Explanation: Generalized conditioned reinforcers acquire reinforcing properties by being paired
with prior reinforcers.
226. Explanation: The comment was introduced/given: a positive operation; the effect on behavior
was an increase: reinforcing.
227. Explanation: Money is paired with everything from food to toys to shelter.
228. Explanation: The more immediate, the better.
229. Explanation: Acquiring mustard is not as easy as providing positive feedback, for example.
Behavior analysts should try and pair generalized conditioned reinforcers with other reinforcers
whenever possible.
230. Explanation: Dogs do not naturally salivate when hearing a bell. This elicited response has to be
conditioned.
231. Explanation: Memorize the parameters as “MTV/DQ”
232. Explanation: A changing criterion design is easy to spot as there are criterion lines within the
graph and data points around the criterion lines.
233.
234. Explanation: Empiricism refers to the idea that behavior analysts, as behavioral scientists,
operationally define then objectively observe and measure a dependent variable.
235. xplanation: Full explanation of targets for change and the procedures are ethically necessary in
most applied work.
236. Explanation: The behavior analyst may forego baseline for behaviors that pose imminent harm
to self or others.
237. Explanation: The example states you are changing the duration of time in the bathroom. The
changing criterion design is the only design that, by itself, specifically addresses shift in the level of the
dependent variable criterion.
238. Explanation: Duration is the time from the beginning to the end of a response.
239. Explanation: Rate is number of behaviors divided by time
240. Explanation: Behaviors are maintained by reinforcers. Ideally, behaviors are maintained by
natural contingencies.
241. Explanation: Collect baseline data on head slapping for one week (A), have the parents
reinforce the son’s behavior of saying, “Come here, please,” (B) returning to baseline (A), and then
reintroducing the treatment (B); ABAB is withdrawal.
242. Explanation: The definition of a probe.
243. Explanation: There is no substitute for your own data.
244. Explanation: Connect like data points. Never ever cross a phase line.
245. Explanation: Technological refers to detailing your procedures and sharing them with the
scientific community.
246. Explanation: If a behavior is designed so that another behavior cannot occur simultaneously, it
is differentially reinforcing incompatible behavior.
247. Explanation: Behavior increasing is a sign that there is some reinforcing stimulus present in an
environment.
248. Explanation: MTV/DQ is a different order
249. Explanation: Non-contingent reinforcement, also called a fixed time schedule, has been shown
to be effective for challenging behaviors that result in non-contingent reinforcement.
250. Explanation: While legal and within the guidelines of the school district, an adult having reached
capacity has that capacity until a court of law says the individual is incompetent. The individual should
be invited to the IEP and participate to the best of her abilities.

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Online Review Questions 1-251

1. _________________ is the relationship between an antecedent, a response, and a consequence; that is

1.a. Pavlovian conditioning model

2.a. respondent conditioning

3. Which is an example of a reinforcing effect?

3.a. Use of PRN medication that increases self-injury

5. A stimulus that follows a behavior in time is a ________.

8.a. negative reinforcement

9.a. response generalization

11. Reinforcers establish, __________, and maintain behavior.

14.a. rule governed

15. Establishing operations change the ___________ of a reinforcer.

16. __________ conditioning always deals with consequences.

17.a. a person who is afraid of snakes due to a previous snake bite

18. Which is an example of rule governed behavior?

18.a. A child who is spanked for spitting quits spitting

19. Reinforcers and punishers are alike in that ________.

19.a. they increase behavior

21.a. conceptually systematic

23.a. conceptually systematic

24.a. conceptually systematic

28.a. Applied behavior analysis

29.a. scientific manipulation

30.a. conceptually systematic

33.a. The experimental analysis of behavior

35. What is the independent variable in the above graph?

36.a. Frequency of hand raising

39. Work on shaping social behavior of a rat is _________.

41.a. parametric analysis

42.a. functional hypotenuse

44.a. reading the psychological evaluation

45. A descriptive analysis incorporates ___________.

45.a. analog conditions and inferential statistics

46.a. Functional analysis; descriptive analysis

47.a. the teacher’s statement

48.a. operant stimuli

49.a. descriptive analysis

50.a. Put an emergency procedure into place

51.a. Changing criterion

52.a. The candy intervention has the greatest reinforcing effect.

53.a. it is under control of an SD, “It’s reading time.”

56.a. being left alone

57.a. Failure to control variables

58.a. behaviors the relatives wish to see learned

59.a. the cost effectiveness of the plan

60.a. The brother’s verbal tirade

62.a. the medications as establishing operations

63. Changing the temperature of a class alters what variable?

64.a. applied behavior analysis

65.a. sound behavioral practice

66.a. operant stimuli

Successive Calendar Days (by weeks)

67.a. Cumulative record

68.a. A change in reinforcement schedule

69.a. over the child

74.a. Having parents record a narrative of the adult’s day

75.a. functional analysis

76.a. contacts the actual consequences

77.a. under stimulus control

78.a. stimulus fading

79.a. Multiple baseline

80.a. ask Tanya to refer to Catherine as “CC”

82. What are the four tenets of behavior analysis?