5thed BCBAMockExam2ExplanationGuide

BCBA® Mock Exam 2 Explanation Guide
Introduction and Disclosure
This is the explanation guide for BCBA® mock exam 2 5th edition. This does not include the
original questions, this only includes the answers, explanation and some examples for each
answer. If you do not own BCBA® mock exam 2 5th edition, please do not purchase this
explanation guide individually. All 150 questions + 10 bonus questions are explained with some
examples provided where applicable.
This explanation guide, this file and its content is in no way, shape or form affiliated with, nor
endorsed by the Behavior Analyst Certification Board (BACB ®) in any way.
Please refer to www.bacb.com, the Behavior Analyst Certification Board (BACB®) for task list
versions, areas, and content.
The information within this explanation guide is believed to be accurate. The author is not
responsible for any errors, misinterpretation of information, factual errors or typographical errors.
This file and its contents are the property of The Behaviour Lab and may not be distributed,
reproduced or duplicated, in whole or in part, physically, electronically, or other means, without
written consent from the author. This file, its content, and any part thereof, is subject to change
at any time, without notice. Version 1.0, created on December 16, 2021.
Please forward all errors, questions and comments to thebehaviourlabmock@gmail.com.
Source
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition).
Hoboken, NJ: Pearson Education.
Property of The Behaviour Lab.

Do not distribute, reproduce or duplicate without written consent. Page 1
Task List A Questions
1. Answer B: Parsimony
Parsimony states that simple explanations should be ruled out before moving towards more
complex explanations. In this example, Functional Communication Training (FCT) is a
straightforward and simple intervention which produces its own reinforcement as the individual
comes into contact with the item they requested.
2. Answer B: Behavioural
The terms bored and frustrated are not operationally defined and are therefore not behaviour
analytic in nature. The behavioural dimension of ABA states that behaviours are defined in
observable and measurable terms.
3. Answer D: Radical behaviourism
Radical behaviourism believes that everything we do is behaviour, including our private events.
In this example, both the observable and measurable behaviour, not completing the task, as
well as private events, feeling incompetent, may be leading to the problem behaviour.
4. Answer A: Determinism
Determinism believes that the world is a lawful and orderly place. It believes that events are a
result of cause and effect and don’t happen out of the blue. In this example, the BCBA believes
that there must be an antecedent.
5. Answer C: Behavioural
The behavioural dimension of ABA states that goals should be written in observable and
measurable terms. In this example, the daycare needs to provide parameters around what
being frustrated/annoyed looks like and what they mean by feelings of “unjust”. These are all
subjective terms and need to be defined objectively in observable and measurable terms.
6. Answer B: Applied
The applied dimension of ABA focuses on behaviour change that is meaningful/socially

significant to the individual whose behaviour is being changed. In this example, an adult client
needing to work on personal care and hygiene skills is more socially significant to their life than
learning how to do math worksheets.

7. Answer A: Prediction
This is prediction and not control because this is simply a pattern of behaviour and not a reliable
production of behaviour as a result of scientific manipulation. Prediction is the result of
observing events which allow for the accurate prediction of future outcomes.
8. Answer D: Technological
The technological dimension of ABA states that procedures are clearly and completely
described. They should be described in enough detail that they can be effectively replicated. In
this question, steps are missing and the intervention can not be implemented.
9. Answer B: Practice guided by the principles of applied behaviour analysis
In this question, the coach’s job is to help train and guide the athletes, however, with the help of
a behaviour analyst, the coach is able to incorporate the principles of ABA to increase positive
behaviour. In this case, ABA is not being delivered in a therapeutic setting, but rather being
used to achieve a desired outcome in an alternative setting.
10. Answer A: Selectionism
Selectionism encompasses both ontogeny (how the environment changes an individual over
their lifetime) and phylogeny (the natural evolution of a species). Selectionism looks at how life
forms evolve through their lifetime as a result of their learning history.
11. Answer C: Pragmatism
Pragmatism holds that something has value to the extent that it leads to successful outcomes
when practically applied. In this question, Miccah doesn’t see skin on or skin off as impacting his
outcome and therefore, does not value that information. Overall, following a diet plan will lead to
a successful outcome.
Task List B Questions
1. Answer A: Teaching loosely
Teaching loosely involves modifying some aspect of the training environment. In this question,
studying under various different conditions is teaching loosely.

2. Answer C: Response generalization
Response generalization occurs when a learned behaviour is used in a novel way. In this
example, these are all ways of opening a can of soup.
3. Answer A: CMO-S
Conditioned motivating operation - surrogate has gained its effectiveness by accompanying

some other MO and has established the same behaviour-altering and value-altering effects as
the MO that it has accompanied. In this example, Mark wearing the shirt is serving as the
surrogate with the shirt being the conditioned stimulus.
4. Answer D: Stimulus fading
The two most effective ways for fading out prompts are most-to-least prompting and stimulus
fading. Stimulus fading involves altering some aspect of a stimulus (e.g., colour, size etc.).
5. Answer A: Symmetry
In this example the written word ball = a picture of a ball which is a non-identical match.
Reflexivity would be an identical match (e.g., word ball = word ball) and transitivity would be a
picture of ball = an actual ball.
6. Answer C: Negative examples
Negative examples is a form of generalization in which you teach the individual which does not
constitute an example of the target behaviour. In this question, cars and planes are not school
buses and the learner is taught that these are not appropriate examples of school buses.
7. Answer C: Teaching loosely
This is a similar question to question 1 and teaching loosely involves modifying some aspect of
the training environment. In this question, practicing grocery shopping under a variety of
different conditions constitutes teaching loosely.
8. Answer D: Stimulus discrimination
Stimulus discrimination is the ability to identify critical features of a target stimulus while ruling
out non-target stimuli which may have one or more but not all of the critical features of the target
stimulus. In this question, they correctly identified the bike even though other targets had
features like wheels, circular etc.

9. Answer A: The written word nine
In this example, the written word nine = number 9 (A=B), number 9 = picture 9 (B=C) then the
child would need to produce (C=A). In this example, picture of 9 (C) = written word nine (A).
10. Answer C: Behavioural contrast
Behavioural contrast occurs when reinforcement is not equal across two environments. In this
question social praise is not equal to the iPad and therefore, refusal behaviour is more apparent
where the iPad is not available.
11. Answer B: AO
An abolishing operation occurs from satiation. The client will not likely be motivated by food if
they have just eaten due to satiation and therefore, creates an abolishing operation for edible
reinforcers.
12. Answer D: Stimulus discrimination
Stimulus discrimination is the ability to identify critical features of a target stimulus while ruling
out non-target stimuli which may have one or more but not all of the critical features of the target
stimulus. In this question, they correctly identified the car as a vehicle even though other targets
roll.
13. Answer B: SD, S-delta
The time leading up to 5:30pm signals that reinforcement is available (i.e., getting their favourite
food), the time after 5:30pm (i.e.,food truck closed) is the S-delta as she will not be able to get
their favourite food (i.e., reinforcer).
14. Answer D: Matching law
The matching law states that an individual will distribute their behaviours evenly based on the
reinforcement schedule. In this example, yelling is on a CRF schedule of reinforcement where
functional communication is on a variable schedule, therefore, the child will tend to use yelling
more.
15. Answer B: CMO-R
A conditioned motivating operation -reflexive provides a cue that conditions will improve or
worsen. In this question, Jimmy showing up at the clinic indicates that a headache is soon
approaching which indicates that conditions will worsen.

16. Answer B: Operant conditioning
Operant conditioning holds that consequences have an impact on future behaviour. In this
question, social praise is increasing on time behaviour and therefore, reinforcement is producing
the behaviour change.
17. Answer A: Negative reinforcement
This question can be a bit tricky because a punishment procedure is resulting in a behaviour
increase. Any time a behaviour increases we know that reinforcement is at work. Since
something is being removed (i.e., tokens), we can reasonably conclude that negative
reinforcement is at work here.
18. Answer D: Metonymical extension
Metonymical extensions occur when a stimulus paired with another stimulus accidentally gains
control. In this question, the colour red has been paired with car and now the client has
overgeneralized red car to labelling everything red as red car.
19. Answer A: Conjunctive
A conjunctive schedule involves a single response class (i.e., delivering the speech) with two or
more schedules of reinforcement (i.e., 1200 words and 7 minutes of delivery) which must
include a ratio and interval, and both must be completed in order to gain access to
reinforcement (i.e., qualifying for a prize).
20. Answer C: VR5
If you add up all of the responses (i.e., 9 + 1 + 4 + 2 + 7 + 3 + 6 + 8 = 40) and divide this by the
total trials (i.e., 8 trials), you get 40 responses/ 8 trials = 5. This is the average number of
responses required to access reinforcement, therefore, VR5.
21. Answer B: Fixed ratio and fixed interval
Fixed ratio and fixed interval produce a post reinforcement pause because the highest rate of
responding occurs closest to the end of the fixed ratio/interval and then responding slows down
as the schedule of reinforcement is reset again.

Task List C Questions
1. Answer B: Whole interval recording
The question is looking specifically to measure if the client can remain seated for the full 60
seconds. With whole interval recording, the target behaviour must be occurring for the entire
duration of the interval (i.e., client must be seated for 60 seconds).
2. Answer A: Reduce the interval time to 1 minute
When using long intervals with partial interval recording, it tends to overestimate the total
frequency of behaviour. In this question, if the behaviour occurred at any moment during the 10
minutes the whole trial would be scored as a +. Therefore, a shorter interval would provide a
more accurate representation of the frequency of behaviour.
3. Answer D: Latency
Latency is the measure of time between the S(d) (i.e., gun sounds) and when the target
behaviour occurs (i.e., movement).
4. Answer C: Topographical
This definition is based on a topographical definition as it describes the physical form of the
behaviour (i.e., kicks, hits, punches etc.). A functional definition would focus on what the
function of the behaviour is, for example, any time the client engages in _______ for the
purpose of escaping an expectation.
5. Answer D: Rate
The most accurate comparison of frequency when given time is rate. Rate compares frequency
over time and therefore allows comparison between observations of different lengths.
6. Answer A: Sessions/days
The horizontal axis should always be a measure of time/intervals. Rates, durations, frequencies
etc. would all go on the vertical axis. In this question, total targets acquired would be on the
vertical axis and sessions/days should be on the horizontal axis.
7. Answer C: Total Count IOA
Total count IOA considers the total occurrence of behaviour between both observers. Even
though Kim and Seth did not agree on every trial, they both ended up with the same total
amount of total behaviour resulting in 100% agreement.

8. Answer A: Interresponse time
Interresponse time measures the duration from the end of one response until the start of the
next response. In this question, they are trying to measure the time from the last target to the
next target.
9. Answer C: Reliable but not necessarily accurate
Reliability refers to the datas ability to produce a similar result across repeated measures. In this
question, all 8 eight data points demonstrated stability meaning that the data produced a similar
result across repeated measures. This also does not mean that it is necessarily an accurate,
valid or a believable measure of aggression as there is no operational definition.
10. Answer A: Partial interval recording
Partial interval recording underestimates high frequency behaviour because a behaviour may
occur several times within one trial, however only a single + is recorded per trial. Additionally it
will overestimate duration if the intervals are longer as it may appear that behaviour is occurring
the entire observation when behaviour is only occurring for short durations throughout.
11. Answer C: 100%
Total count IOA compares the total occurrence of behaviour between observer 1 and observer
2. In this question the observers did not agree on every interval, however, they both had a total
count of 10 occurrences of behaviour equalling a 100% agreement.
12. Answer C: Extended baseline until data was more stable
Since the behaviour being baselined is not a safety/health concern, the baseline should have
been extended until data was more stable. Not only was data stable but there was also a
general downward trend to the data.
13. Answer D: Permanent product
Any behaviour which leaves a concrete object or physical change in the environment is known
as a permanent product. In this question, the written test was not directly observed, however,
the behaviour of writing a test left a permanent product on the paper. Other examples can
include a piece of art, a cooked meal etc.

14. Answer A: Interresponse time
The measurement of time between two behaviours is known as the interresponse time. Duration
begins when behaviour 1 stops and duration stops when behaviour 2 starts. In this question,
you want to measure the time from the end of the last washroom break until the start of the next
washroom break.
15. Answer B: Trials to criterion
Trials to criterion is the best answer in this question because it would allow for tracking of total
amount of shots taken in comparison to total amount of shots left. In this case, the BCBA would
win the bet if they can score a goal in less than 10 attempts and would lose if they don’t score in
10 attempts.
16. Answer C: 50%
When using trial by trial IOA, both observers must agree on the exact amount of behaviour/no
behaviour in each trial. Trials that are not identical are not considered accurate and are only
included in the total trials. In this question, observers agreed on trial 2,4,5,6 and 10.
17. Answer B: Baseline demonstrates a high level and DRA demonstrates a decreasing trend
The level of behaviour is determined by its relationship to the y-axis (vertical). We can see that
the behaviour is near the top of the y-axis during baseline. The trend is the direction of the data
and we can see a clear downward trend during the DRA intervention.
Task List D Questions
1. Answer C: Multiple baseline design
This design works best when learning effects from an intervention are irreversible and when
treatment can’t be withdrawn, for example, teaching a child to read words would be an
irreversible skill as you can’t necessarily learn to unread.
2. Answer D: Component analysis
A component analysis is used to determine which independent variable (i.e., response cost or
NCR) is responsible for the change in the dependent variable (i.e., property destruction). Think
of this as determining which component of the intervention is most effective.

3. Answer A: Withdrawal design
This is one of the most common graphs you will encounter in ABA and is known as a
reversal/withdrawal design. This simple design waits until baseline is stable, introduces an
independent variable, waits for steady responding then removes it to demonstrate its effect.
4. Answer B: Multiple treatment design
In a multiple treatment design a baseline is introduced until stable responding then two or more
independent variables are introduced one at a time separated by phases. In this example, we
see the DRI condition followed by the NCR condition.
5. Answer C: Reversal design
A reversal design or withdrawal design involves a baseline until steady state responding occurs,
an introduction of an independent variable (i.e., intervention) which is a DRH in this question.
Lastly a removal of the independent variable (i.e., a reversal) to demonstrate the effect of the
independent variable.
6. Answer D: Parametric analysis
A parametric analysis is used to determine a range of values of the independent variable. In this
question, they are testing the effectiveness of the timeout as a punisher across several different
intervals of time.
7. Answer A: Changing criterion design
In a changing criterion design, the criterion is either increased or decreased in order to gain
access to reinforcement. In this example, the criterion is decreasing as the goal is to reduce the
amount of alcohol drunk.
8. Answer A: B-A-B
Due to the safety concern, the B-A-B design is the only appropriate design as it would be too
risky to run a baseline and wait for stable responding. In this question, going right to intervention
would be the best option.
9. Answer B: Response interruption and redirection (RIRD)
The independent variable is the variable which has an impact on the dependent variable (i.e.,
the behaviour). The independent variable can be added or removed to produce an effect, or no
effect, on the dependent variable. In this question, response interruption and redirection (RIRD)
is being added to produce a decrease on vocal stereotypy (dependent variable).

10. Answer C: Internal validity, external validity
The DRA is demonstrating a causal effect on decreasing aggression which demonstrates strong
internal validity (i.e., intervention is doing what it is intended to do), however, this is not
necessarily generalized beyond this specific case and therefore, does not demonstrate strong
external validity.
11. Answer A: Changing criterion design
This is similar to the previous question about alcohol. In a changing criterion design, the
criterion is either increased or decreased in order to gain access to reinforcement. In this
example, the criterion is decreasing as the goal is to reduce the amount of cigarettes smoked.
12. Answer B: Comparative analysis
The definition matches with the term itself. A comparative analysis seeks to compare two
different types of interventions to determine which is more effective.
Task List E Questions
1. Answer B: Keep the chocolates and the card
The ethical code states that BCBA’s can accept gifts of up to a $10.00 monetary value. This
ethic can be a bit tricky if someone gets you a $30.00 gift that is on sale for $9.99 or some type
of similar situation. In general it is always best to use professional judgement and make
decisions based on what you feel ethically comfortable doing.
2. Answer D: Not write an intervention as the data does not represent baseline
This data is no longer accurate as there may be different functions/variables affecting the
behaviour in different environments. In this question, an intervention that works for yelling in the
class may not work for yelling in the cafeteria.
3. Answer A: Is allowed to have an RBT support with running the functional analysis
RBT’s are allowed to help with a variety of assessment procedures under the supervision of a
BCBA. RBT’s can not write the plan or components of a functional analysis but they can
definitely help support with the implementation of it.

4. Answer A: Date Nancy as the therapeutic relationship ended more than 2 years ago
It would be within Mark’s ethical right to date Nancy if he would like to after the therapeutic
relationship has ended for at least 2 or more years. The ending of a therapeutic relationship
would be a formal discharge/transition from care under the BCBA.
5. Answer C: Requires informed consent to provide services for Mikail
This can actually be a bigger problem than you may foresee if you work as a BCBA consultant.
BCBA’s are valued members of a wide variety of teams and people may seek out a BCBA’s
input or guidance for a client they don’t actually have on their caseload. It is important that
consent is obtained before consulting.
6. Answer B: Requests for a medical examination of the client before intervening
This is a tough scenario here as you may want to intervene immediately on a behaviour which
poses a safety concern. In this case though, a behaviour which occurs in clusters and goes
months without occurring would warrant a medical examination. Best practice in general is to
rule out any possible medical factors before considering a solely behavioural problem.
7. Answer D: All of the above should be included
A service agreement should always include procedures for submitting complaints about a
behaviour analyst’s professional practices to relevant entities, the BCBA’s obligations under the
Code, and the scope of behavioural services to be provided.
8. Answer B: Plan for an appropriate discharge of the client
Although this may sometimes be tough to discharge a client, especially after 15 years, when
behaviour analytic services are no longer required it is important that we foster the individual's
autonomy and independence and discharge them from services.
9. Answer D: Not provide supervision outside of their scope
As a supervisor you may not have all the answers or experiences the supervisee is looking for
and that’s okay. In this instance I would help seek out an appropriate mentor who can provide
effective supervision in this area or consultation to help support the BCBA and supervisee’s
development.
10. Answer C: Plan for an appropriate discharge of the client
This is a very tough situation where a family doesn’t have the funds to pay for services. In order
to keep staff employed and the clinic running, funding is an essential part of the delivery of
services and a client would need to be discharged if they were unable to pay for services.
11. Answer B: Can advertise non-behaviour analytic services if they include that the service is
not behavioural in nature and is not covered by their BACB certification
There are lots of BCBA’s who provide a variety of different services outside of just behavioural
services. For example, some BCBA’s may have side businesses doing labour activities,
teaching classes on a variety of subjects etc. It is important that you don’t not represent yourself
as a BCBA if you are not providing behaviour analytic work.
12. Answer C: If there is a court subpoena
Confidentiality may need to be broken if there is a court subpoena of records, if there is a threat
of the individual harming themselves or others and/or if there is suspected child abuse.
13. Answer D: All of the above
On a transition plan you would expect to see who the responsible parties are for the transition, a
written plan with target dates and a list of transition activities that need to be completed.
Task List F Questions
1. Answer C: Single stimulus
In a single stimulus preference assessment the client is presented with one potentially preferred
item/activity and has an opportunity to engage with it and then it is removed and a new item is
presented. The total duration of engagement is recorded for each item/activity presented.
2. Answer D: These could all be possible functions
The function is determined by what is maintaining the behaviour and based on the information
shared in the question, spitting could be maintained by any function. With data or more
information about the behaviour you may be able to determine a possible function.
3. Answer B: Concurrent schedule of reinforcer assessment
A concurrent schedule of reinforcer assessment compares two reinforcers against each other to
determine which is the more effective reinforcer. In this question, comparing Doritos and cookies
against each other to determine which one was more effective.
4. Answer D: Attention extinction
During the functional analysis it was stated that negative attention produced an increase in the
behaviour (i.e., reinforced the problem behaviour). This information would lead you to believe
that an intervention would include some form of attention extinction.

5. Answer A: Progressive schedule reinforcer assessment
Progressive schedule reinforcer assessment involves gradually increasing the response

requirement for reinforcement independent of the individuals behaviour. For example, increasing
the number of math questions in order to gain access to an iPad and doing this until the client
no longer responds.
6. Answer D: Not done anything
During a baseline the client should be given an independent opportunity to demonstrate the skill
unimpeded. In this question, leaving the client alone gives them the opportunity to problem
solve or fix their error during a baseline. Baseline is also not a time for teaching, it is a time to
assess the skill.
7. Answer C: Free operant
In a free operant preference assessment, the individual has free access to a variety of items
and partial interval data is recorded on their engagement with each item.
8. Answer C: Reducing property destruction
Problem behaviour is a significant barrier to community participation. This not only poses a
safety risk but can also pose a legal risk if the client were to damage someone else’s property.
This skill is a priority for the client to obtain successful employment.
9. Answer A: Forced choice preference assessment
A forced choice is very common in discrete trial training with learners who are still not able to
make open ended choices. The forced choice is a choice between two items/objects/activities
and allows for a quick response resulting in more fluency with therapy delivery.
10. Answer B: Review the client files
It may be tempting to jump right in and help with the intervention but if you aren’t fully aware of
the intervention plan you may be doing more harm than good. It is important to be fully aware of
the details of the intervention before providing support.
11. Answer B: Complete a direct observation of the client in the natural environment
A descriptive assessment involves a direct observation of the client in the natural environment.
In some cases you may be tracking antecedent, behaviour and consequence data.

12. Answer C: This is the control condition
The play condition is also known as the control condition. This is used to get a measure of the
individual's behaviour while they are at baseline during a functional analysis. It is important that
demands and attention are not provided during this time.
13. Answer B: Skill based assessment
A skill based assessment focuses on a variety of different academic and functional life skills.
These are typically offered as a curriculum which offers a variety of skills across a variety of
different domains (e.g., ABLLS-R, VB-MAPP etc.).
14. Answer A: Demonstrated causation
A functional analysis is an experiment and therefore, can determine a causal relationship. If the
clinician has the ability to turn on and off the behaviour, they are able to demonstrate causation.
15. Answer D: These are all ecological variables that should be noted
Ecological variables in a client’s life may include how they slept, how they ate, their toileting
issues, medication, their living arrangements etc. These are environmental variables which may
have an impact on a clients behaviour.
Task List G Questions
1. Answer A: The client must be able to self-evaluate
In order for a self-management intervention to work the client must be able to self-monitor their
own behaviour, self-evaluate their own behaviour and deliver reinforcement to themselves
appropriately.
2. Answer D: A grade 1 student is given a colouring sheet without any colouring utensils
There must be a motivating operation (MO) without free access for a mand to occur. In this
question, the child does not have free access to colouring utensils and therefore, creates an
opportunity to build an MO to request for colouring utensils.
Grandma's rule, a contingency contract and the premack principle are all synonymous with each
other. These terms can be used interchangeably and mean the same thing.

4. Answer B: Dependent group contingency
This is a dependent group contingency because the performance of one person (i.e., the new
RBT) actually depends on the entire team gaining access to negative reinforcement (i.e., going
home for the day).
5. Answer C: Rule governed behaviour
Rule governed behaviour occurs when behaviour is modified by a rule even though the
individual has not come into contact with the reinforcer/punisher. In this question without
additional information, it is assumed that the students have not been hit by a car crossing the
road but follow this rule to avoid being hit by a car.
6. Answer A: Interdependent group contingency
In this question, reinforcement is contingent on the entire group achieving the 15% goal. The
wording is a bit tricky with the delivery of reinforcement as each person is getting an individual
reinforcer but to put this into a broader context, for example, if there was a team of 5 members,
the reinforcer is actually $30,000 split 5 ways ($6,000 each).
7. Answer B: Mand
This question is an example of making sure to read all of the information and paying attention to
what the question is asking. Your first thought might be an intraverbal but Richard is actually
asking a question which would be considered a mand for information. Jessica’s response would
be an intraverbal.
8. Answer C: Thinning reinforcement
Thinning reinforcement is a common procedure in maintaining a skill which may include

increasing a fixed ratio or increasing the interval on a fixed interval schedule. This may also
include moving to a variable schedule of reinforcement.
9. Answer A: Description of reward
A contingency contract must have a description of the task, a description of the reward and a
task record.

10. Answer B: An 8 year old who socializes with peers in school during instructional time
A DRL intervention wants to reduce a behaviour but not necessarily get the behaviour down to
zero rates. This is most appropriate with behaviours which are socially acceptable but not when
they occur in excess. In this question, socializing with peers during instructional time is okay
sometimes at school, however, this cannot occur in excess.
11. Answer A: Task analysis
Without any instructions on teaching these steps, this is just simply a task analysis. You can
look at this as a list of skills to be taught which will be chained together when teaching in some
capacity.
12. Answer C: Resurgence of behaviour
Resurgence of behaviour occurs when a replacement behaviour is put on extinction and the
original problem behaviour displays itself. In this question, requesting for a break was a
replacement skill for aggression. Once requesting for a break was put on extinction, aggression
resurfaced.
13. Answer B: A MO
A motivating operation must be present for a mand to occur. In other words, an individual will
not ask/request for something that they do not want/need.
14. Answer D: Post-reinforcement pause
The wording on this question might be a bit tricky as a decreased latency actually means a
quick response from the presentation of an S(d) to the behaviour actually occurring. In this
question, an increased rate of responding right near reinforcement on a fixed ratio schedule is
typically indicative that a post-reinforcement pause will occur after reinforcement is delivered.
15. Answer B: DRH
Differential reinforcement of high rates of behaviour (DRH) is an appropriate intervention when

trying to increase a positive behaviour. In this question, increasing functional communication is
the goal.
16. Answer C: A client receives social praise every 45 seconds
Noncontingent reinforcement is just that, not contingent on behaviour. Option C is the only
example which is not contingent on the child's behaviour and is instead part of a fixed interval
schedule of 45 seconds.

17. Answer A: Shaping
Shaping involves reinforcing successive approximations to a target behaviour. In this question,

the coach is teaching the child how to play catch. The coach puts just picking up the ball on
extinction and differentially reinforces picking up the ball and throwing it.
18. Answer A: Conjunctive
When using a conjunctive schedule of reinforcement both a ratio and an interval schedule must
be present and both must be met in order to gain access to reinforcement. In this question, the
ratio is 150 jumping jacks and the interval is 10 minutes.
19. Answer D: DRH
Similar to question 15, differential reinforcement of high rates of behaviour (DRH) is an

appropriate intervention when trying to increase a positive behaviour. In this question,
increasing hand raising is the goal.
20. Answer B: Backwards chaining with leaps ahead
In backwards chaining with leaps ahead, skills that the learner can already do independently
from other skills are not retaught. In this question, the BCBA knows that the client can already
put toothpaste on the toothbrush and dry their face so they will not reteach this as the learner
can do this independently.
21. Answer C: Listener responding
In this question, Mackenzie is giving Tyler the receptive instruction to give her the program they
worked on today. This question can be tricky because there is a mand for information as well as
intraverbal components.
22. Answer A: Incidental teaching
Incidental teaching occurs when there is an opportunity to teach a new skill as it naturally pops
up. In this question, it was not planned to teach the student about scooters but because the
opportunity came up, the RBT captured the moment and taught the new skill.
23. Answer C: Positive reinforcement
Although the RBT’s behaviour was meant to be helpful, unfortunately they ended up
inadvertently reinforcing the problem behaviour. In this question, attention was given which
resulted in an increase in future behaviour.

24. Answer B: Spontaneous recovery
This question is a bit tricky because you may be thinking of an extinction burst, however, the
extinction burst happened before the person sat down on the curb (i.e., hitting the door, banging
the window etc.). Re-testing the door (i.e., history of reinforcement) is an example of
spontaneous recovery. It is also not resurgence as a replacement behaviour was not
established.
25. Answer D: Generic extension
A generic tact extension occurs when a novel stimulus shares the defining features of a familiar
stimulus. In this question, the physical object (i.e., green truck) shares the same features as the
digital object (i.e., green truck on YouTube).
26. Answer C: Pivotal behaviour
A pivotal behaviour leads to new untrained behaviours. Giving the client the skill of
self-management will allow them more independence which may lead to more independence in
other areas of their life (e.g., navigating community, chores at home etc.).
27. Answer D: Noncontingent reinforcement
In this question, reinforcement (i.e., attention) is given non contingently every 4 minutes (fixed
interval 4 schedule). Regardless of the individual's behaviour, they will access reinforcement
every 4 minutes.
28. Answer A: Removing something the child finds aversive, such as a loud noise, to increase
the future likelihood of the child asking for a noise to stop
This is a simple, clear and effective statement to describe negative reinforcement in a language
that everyone at the table can understand. It is important that we do not use technical language
or ABA jargon and that principles and strategies are described in a clear and simple manner.
29. Answer B: Behavioural contrast
Behavioural contrast occurs when reinforcement is not equal across two environments. In this
question rat group A going from 8 to 6 has demonstrated decreased spins whereas rat group b
going from 4 to 6 has demonstrated increased spins.
30. Answer A: Maintenance
Maintenance is the ability to demonstrate a skill or acquired response over time even after the
schedule of reinforcement has been thinned. For example, being able to follow a two-step
instruction in the absence of a token board.
Response generalization occurs when a learned behaviour is used in a novel way. All of these
examples all serve the outcome of getting the dirty cup cleaned.
32. Answer D: Behaviour cusps
A behavioural cusp leads to new reinforcers/environments. All of these examples would lead to
new reinforcers/environments. For example, toilet training allows the individual to go into the
community and use toilets while out, driving allows the individual to travel and reading allows for
new information.
Task List H Questions
1. Answer A: Helps the school team incorporate the recommendations into the student’s daily
routine
Although the sensory path may not be behaviour analytic in nature, this is still a professional
recommendation and should be incorporated appropriately. In this question, helping the school
team incorporate the sensory path effectively is an example of collaborative service providing.
2. Answer D: Continue to support the intervention plan as originally stated in the service
agreement
Although the school team is feeling confident which is great, the BCBA does have a service
agreement with a behaviour plan around the target behaviour which still needs to be followed
through with unless the client discontinues services.
3. Answer A: Written in both observable and measurable terms
This goal is written in both measurable (i.e., 13 of 15 opportunities) as well as observable (i.e.,
use at least a two-word utterance to request for a missing item) terms.
4. Answer C: Teaching them how to request for a break
Although you may be tempted to want to block ripping the sheet, since the behaviour is not
harmful, it is best to provide a functional way to escape which is by asking for a break. Blocking
the paper is more intrusive and also has the potential for an injury.
5. Answer B: Not a behaviour
Warm ocean air can blow against a dead person's face and therefore does not pass the “dead
man’s test”. Air blowing against your face is not a behaviour even though you may feel it.

6. Answer C: The BCBA should pick up the case if they are able to do so
In this question it appears the BCBA has the right experience, training and credentials to pick up
a case of this nature. If the BCBA is able to, they could pick up this case and provide an
effective service for the client.
7. Answer B: Overt
Banging a stick against a tree is definitely an observable and measurable behaviour and
therefore, this is considered an overt behaviour.
8. Answer C: The BCBA cannot stop the client from purchasing cigarettes but can recommend
alternatives and/or take the client to redeem at a store that does not sell cigarettes
As a Behaviour Analyst our ethical code states that we should avoid harmful reinforcers
whenever possible. In this question, our client is an adult who has provided consent for
services. We cannot legally stop them from purchasing tobacco, however, we can try to
encourage them to select different reinforcers.
9. Answer D: Variable
Data which is variable will not allow for prediction because the data is not consistent. When data
is demonstrating stability, variables can be added or removed to demonstrate their effect.
10. Answer A: Advocate to target hand stereotypy for reduction as it is impeding the student’s
learning
Any behaviour which has a negative impact on other aspects of an individual's life could warrant
an intervention. In this question, hand stereotypy is impeding the client’s learning which can
have a detrimental impact on the client’s future. In this case, hand stereotypy should be targeted
for reduction or replaced.
11. Answer C: Teaching the client how to recruit attention appropriately
Teaching the client how to recruit attention appropriately is the most effective intervention as it
serves the function of the behaviour (attention) while providing the client with a functional
replacement skill.
12. Answer A: Resource constraints
Due to resource constraints this goal can not be targeted. Targeting this goal without the proper
amount of support and resources could lead to injury/safety concerns as well as the individual
not acquiring the goal.

13. Answer D: More than one answer is correct
Although this new research may be exciting and have a lot of potential to be effective, it is
important that you continue with evidence-based procedures (i.e., current error correction) as
well as continue to research new literature (i.e., determine the research and limitations of new
findings).
14. Answer B: Not intervene on this behaviour
Given that this behaviour does not interrupt the individuals functioning, it is occurring at a low
rate and does not pose a safety risk, this is not behaviour which requires intervention. Even
though the parents do not approve of it, this does not necessarily mean that this warrants an
intervention.
15. Answer D: All of the above are unwanted side effects of reinforcement
Reinforcement has a variety of benefits, however, there are some negative side effects of
reinforcement. Unintentionally reducing the probability of other behaviours due to behavioural
contrast, satiation and difficulty transitioning back from reinforcing activities are some of the
negative side effects of reinforcement.
Task List I Questions
1. Answer A: Continue writing session notes
Documentation is always important to keep and to continue to write even if the family does not
want to see the documentation. This provides an on-going history and paper trail of the services
provided and protects the service provider from any legal or liability issues in the future.
2. Answer C: Reactivity
Reactivity should be the primary concern as you would expect the child to modify their
behaviour as a result of knowing a stranger is watching them. Reactivity occurs when an
individual changes their behaviour as a result of knowing they are being observed.
3. Answer D: Has correctly set up a measurement system to score procedural fidelity
This tracking system is an example of scoring procedural fidelity as they have a list of every step
needing to be completed and are conducting a direct observation and scoring of this system to
determine if the step is done correctly.

4. Answer C: The supervisor
The Behavioural Skills Training model includes the supervisor explaining the skill, modelling the
skill 3 times, having the supervisee model the skill then providing feedback.
5. Answer A: Correctly ended supervision with a positive and supportive statement
Supervision should always end with a positive and supportive statement. In this question, the
supervisor stated “they have seen a lot of growth and improvement in their performance and
that they continue to score higher on their treatment fidelity for fluency and immediacy with each
supervision”.
6. Answer D: None of the above
The BCBA should never assign an RBT to supervise or remove staff supervision altogether. If
the BCBA is unable to handle their caseload they should seek support and find an appropriate
individual to support their job duties.
7. Answer D: Demonstrate the skill for the RBT
The Behavioural Skills Training model includes the supervisor explaining the skill, modelling the
skill 3 times, having the supervisee model the skill then providing feedback.
8. Answer A: Treatment integrity
Treatment integrity measures the degree for how closely an implemented intervention
approximates the intended intervention. For example, “is a forward chain being taught in the
correct order using differential reinforcement and other principles of ABA?”.
9. Answer C: Observer drift
Observer drift occurs when a modification is made to the scoring/data/measurement system by

an individual. In this question, using the clicker will not provide the correct information required
for determining the function.
10. Answer A: Measurement bias
Measurement bias occurs when data is measured in a way which fulfils an individual's
hypothesis or attempts to fulfil the hypothesis. This can lead to inaccurate or incorrect
measurement which is not representative of the actual data.

11. Answer C: The BCBA could collect data on staff performance
When data is collected, it allows for a more concrete and objective method of providing
feedback. Data can demonstrate patterns, trends, success and areas to improve on. As
behaviour analyst’s, data is an essential part of our decision making process.
12. Answer D: Poor client outcomes
The first three options are examples of positive outcomes from strong supervision. Supervision
is an integral part of our jobs to ensure that staff and clients are supported and that everyone is
set up to reach their full potential.
13. Answer C: Competency based assessment
A competency based system is a fidelity system which measures an individual's ability to

produce a skill. In this question, the competency based system would have a list of skills
needing to be performed at 85% or above.
14. Answer D: Joanne should be keeping therapy records for seven years unless specified
otherwise by law
Documentation is kept for 7 years after discharge unless stated otherwise by law. This is
important that personal health information is also double locked and kept secure.
Bonus Questions
1. Answer A: PLACHECK
PLACHECK is a variation of momentary time sampling in which the instructor would check to
see if the target behaviour is occurring at the predetermined interval. In this question, at 10
minutes.
2. Answer B: Metaphorical extension
A metaphorical tact extension has some similarities to a familiar stimulus but is missing some
defining features. In this example, cold as ice is being used to describe the temperature of a
pizza, not a block of ice.
3. Answer A: Redundancy
The therapist has paired colour with the correct choice and left all of the distractors in black and
white. The colour is a stimulus paired with the correct response and therefore is considered a
redundancy prompt/cue.
4. Answer B: Positional
A positional prompt is the only example of a stimulus prompt. All of the other options available
are examples of response prompts. Stimulus prompts are embedded in the materials.
5. Answer A: Extinction
Extinction is a consequence strategy which involves withholding reinforcement, whatever

reinforcement may be. For example, if the behaviour was attention seeking, the behaviour
would be ignored to be put on extinction.
6. Answer C: Transcription
Transcription is the verbal operant of taking a verbal stimulus and writing/spelling it.
7. Answer B: Mediation
Mediation is another word for mediator. When we think about parent training, we are doing
mediator training. This is a great technique for generalizing skills to new environments.
8. Answer B: Was correct in transporting the personal health information in a lock box in the
trunk of the car
When travelling with a client's personal health information it is important that information is
double locked. In this question, have the lock box (lock 1) and putting it in a locked trunk (lock 2)
has resulted in the information being double locked.
9. Answer A: Size
Reinforcer effectiveness is sometimes referred to as DISC: Deprivation, Immediacy, Size,

Contingently.
10. Answer D: DRI
This is a great example of two behaviours which are incompatible with each other. For example,
you can not be screaming and using a conversational voice at the same time, therefore, they
are incompatible.

Answer Key
Task List Area
A B C D E F G H I Bonus
1. B 1. A 1. B 1. C 1. B 1. C 1. A 1. A 1. A 1. A
2. B 2. C 2. A 2. D 2. D 2. D 2. D 2. D 2. C 2. B
3. D 3. A 3. D 3. A 3. A 3. B 3. D 3. A 3. D 3. D
4. A 4. D 4. C 4. B 4. A 4. D 4. B 4. C 4. C 4. B
5. C 5. A 5. D 5. C 5. C 5. A 5. C 5. B 5. A 5. A
6. B 6. C 6. A 6. D 6. B 6. D 6. A 6. C 6. D 6. C
7. A 7. C 7. C 7. A 7. D 7. C 7. B 7. B 7. D 7. B
8. D 8. D 8. A 8. A 8. B 8. C 8. C 8. A 8. A 8. B
9. B 9. A 9. C 9. B 9. D 9. A 9. A 9. D 9. C 9. A
10. A 10. C 10. A 10. C 10. C 10. B 10. B 10. A 10. A 10. D
11. C 11. B 11. C 11. A 11. B 11. B 11. A 11. C 11. C
12. D 12. C 12. B 12. C 12. C 12. C 12. A 12. D
13. B 13. D 13. D 13. B 13. B 13. D 13. C
14. D 14. A 14. A 14. D 14. B 14. D
15. B 15. B 15. D 15. B 15. D
16. B 16. C 16. C
17. A 17. B 17. A
18. D 18. A
19. A 19. D
20. C 20. B
21. B 21. C
22. A
23. C
24. B
25. D
26. C
27. D
28. A
29. B
30. A
31. D
32. D


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BCBA® Mock Exam 2 Explanation Guide

Introduction and Disclosure

Please forward all errors, questions and comments to thebehaviourlabmock@gmail.com.

Hoboken, NJ: Pearson Education.

Property of The Behaviour Lab.

Task List A Questions

3. Answer D: Radical behaviourism

The applied dimension of ABA focuses on behaviour change that is meaningful/socially

Property of The Behaviour Lab.

9. Answer B: Practice guided by the principles of applied behaviour analysis

10. Answer A: Selectionism

11. Answer C: Pragmatism

Task List B Questions

1. Answer A: Teaching loosely

Property of The Behaviour Lab.

2. Answer C: Response generalization

Conditioned motivating operation - surrogate has gained its effectiveness by accompanying

4. Answer D: Stimulus fading

6. Answer C: Negative examples

7. Answer C: Teaching loosely

8. Answer D: Stimulus discrimination

Property of The Behaviour Lab.

9. Answer A: The written word nine

10. Answer C: Behavioural contrast

12. Answer D: Stimulus discrimination

13. Answer B: SD, S-delta

14. Answer D: Matching law

15. Answer B: CMO-R

Property of The Behaviour Lab.

16. Answer B: Operant conditioning

17. Answer A: Negative reinforcement

18. Answer D: Metonymical extension

19. Answer A: Conjunctive

20. Answer C: VR5

21. Answer B: Fixed ratio and fixed interval

Property of The Behaviour Lab.

Task List C Questions

1. Answer B: Whole interval recording

2. Answer A: Reduce the interval time to 1 minute

7. Answer C: Total Count IOA

Property of The Behaviour Lab.

8. Answer A: Interresponse time

9. Answer C: Reliable but not necessarily accurate

10. Answer A: Partial interval recording

11. Answer C: 100%

12. Answer C: Extended baseline until data was more stable

13. Answer D: Permanent product

Property of The Behaviour Lab.

14. Answer A: Interresponse time

15. Answer B: Trials to criterion

16. Answer C: 50%

Task List D Questions

1. Answer C: Multiple baseline design

2. Answer D: Component analysis

Property of The Behaviour Lab.

3. Answer A: Withdrawal design

4. Answer B: Multiple treatment design

5. Answer C: Reversal design

6. Answer D: Parametric analysis

7. Answer A: Changing criterion design

9. Answer B: Response interruption and redirection (RIRD)

Property of The Behaviour Lab.

10. Answer C: Internal validity, external validity