Manual: Answer Key

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Section A: Measurement

Continuous & Discontinuous Measurement
  1.      90 minutes / 48 responses = 0.53 responses per minute
  2.      35 minutes / 70 responses = 2 responses per minute
  3.      5 hours / 34 responses = 6.8 responses per hour
  4.      2 hours / 46 responses = 23 responses per hour
  5.      3 hours / 12 responses = 4 responses per hour
  6.      75 minutes / 150 responses = 2 responses per minute
  1.      (9 + 2 + 25 + 13 + 11) / 5 days = Average of 12 responses per day
  2.      (64 + 50 + 30 + 45 + 29) / 5 days = Average of 43.6 responses per day
  3.      (30 + 21 + 35 + 47 + 29) / 5 days = Average of 32.4 responses per day
  1.      Temporal Locus     |     Latency
  2.      Repeatability & Temporal Locus     |     Rate
  3.      Repeatability & Temporal Locus     |     IRT
  4.      Repeatability     |     Frequency
  5.      Temporal Extent     |     Duration
  1. a)     1 / 7 = 0.14 × 100 = 14% of intervals
    b)     6 / 7 = 0.86 × 100 = 86% of intervals
    c)     2 / 7 = 0.29 × 100 = 29% of intervals
  2. a)     1 / 7 = 0.14 × 100 = 14% of intervals
    b)     6 / 7 = 0.86 × 100 = 86% of intervals
    c)     3 / 7 = 0.43 × 100 = 43% of intervals
  3. a)     0 / 7 = 0.00 × 100 = 0% of intervals
    b)     7 / 7 = 1.00 × 100 = 100% of intervals
    c)     3 / 7 = 0.43 × 100 = 43% of intervals
  4. a)     5 / 7 = 0.71 × 100 = 71% of intervals
    b)     7 / 7 = 1.00 × 100 = 100% of intervals
    c)     6 / 7 = 0.86 × 100 = 86% of intervals
  1.      B. Partial Interval Recording
  2.      A. Whole Interval Recording
  3.      C. Momentary Time Sampling
  4.      B. Partial Interval Recording
  5.      C. Momentary Time Sampling

See H-01 page 74 for detailed decision tree

  1.      Frequency: Count of high fives 
  2.      Rate: Count of high fives in 30 minutes 
  3.      Duration: How long I rode my exercise bike 
  4.      Latency: How long it took me to start getting up after my timer rang
  5.      IRT: Time in between snooze button presses in the morning
  6.      Whole Interval: In-seat behavior for a 2nd grade student
  7.      Partial Interval: Out-of-seat behavior
  8.      Momentary Time Sampling: On-task behavior for a student in a class of 22

Continuous measurement provides a complete picture of responding, while discontinuous measurement does not.

  1.      Appropriate play with peers
         Playing independently
         Running during track practice
         Singing during choir
         On-task behavior
     
  2.      Verbal aggression
         Task refusal
         Asking for a break
         Tacting common items
         Self-injurious behavior
     
  3.      Functional communication/manding
         Initiating conversations
         Hand raising
         Greeting peers
         Answering questions
     
  4. The chosen measurement system should be able to capture responding from the day we begin measuring until a goal is mastered. Using a consistent measurement system allows us to track progress and compare data between sessions/days/weeks. The example below shows how whole interval would fail to capture responding after the duration drops below the length of the interval.

Derivative Measurement
  1.      5 occurrences / 10 opportunities = 50%
  2.      9 occurrences / 10 opportunities = 90%
  1.      Day 4 – Jonas achieved mastery on day 4 when he got ready independently 3 out of the first 4 days
  2.      Day 8 – Marco achieved mastery on day 8 when he completed at least 50% of the math problems for the prior 4 days
  1.      Derivative measures use existing data to calculate and derive additional information.
  2. a)     Time-sampling data
    b)     Task refusal compared to demands placed
    c)     Percent correct within discrete trial training
  3.      When examining rate of skill acquisition for current goals vs previous goals.
  1.      C. Percent of Occurrence
  2.      B. Rate
  3.      F. Interresponse Time (IRT)
  4.      E. Latency
  5.      G. Trials to Criterion
  6.      D. Duration
  7.      A. Frequency
Trustworthy Measurement

  1. a)     5 / 10 = 0.5 × 100 = 50%
    b)     7.77 / 10 = 0.78 × 100 = 78%
    c)     22 / 27 = 0.81 × 100 = 81%
  2. a)     6 / 10 = 0.6 × 100 = 60%
    b)     8.33 / 10 = 0.83 × 100 = 83%
    c)     26 / 31 = 0.84 × 100 = 84%
  3. a)     3 / 10 = 0.3 × 100 = 30%
    b)     7.41 / 10 = 0.74 × 100 = 74%
    c)     61 / 71 = 0.87 × 100 = 86%
  4. a)     2 / 10 = 0.2 × 100 = 20%
    b)     7.47 / 10 = 0.75 × 100 = 75%
    c)     42 / 52 = 0.81 × 100 = 81%
  1. a)     3 / 10 = 0.3 × 100 = 30%
    b)     1 / 8 = 0.13 × 100 = 13%
    c)     2 / 9 = 0.22 × 100 = 22%

     

  2. a)     2 / 10 = 0.2 × 100 = 20%
    b)    0 / 8 = 0.0 × 100 = 0%
    c)     2 / 10 = 0.2 × 100 = 20%

     

  3. a)     5 / 10 = 0.5 × 100 = 50%
    b)     4 / 9 = 0.44 × 100 = 44%
    c)     1 / 6 = 0.17 × 100 = 17%

     

  1. a)     7.08 / 8 = 0.89 × 100 = 89%
    b)     349 / 380 = 0.92 × 100 = 92%
  2. a)     7.28 / 8 = 0.91 × 100 = 91%
    b)     552 / 587 = 0.94 × 100 = 94%
  3. a)     6.19 / 8 = 0.77 × 100 = 77%
    b)     100 / 115 = 0.87 × 100 = 87%

Accuracy: A supervisor requires their team to complete training modules on a regular basis and report the number completed at the end of each shift. The training program also reports this data.
Explanation: The program acts as the true value that can be compared to the value reported by each team member.

Reliability: Yesterday, the learner read 45 sight words in 60 seconds. The clinician ran the program again today and the learner read 43 sight words in 60 seconds.
Explanation: The measure was repeated and yielded similar results which demonstrates reliability. 

Validity: The caregiver states that it takes too long for the learner to get ready for bed. The BCBA asks the caregiver to time how long it takes each night for the next week to provide a clear picture of the duration of the task.
Explanation: Duration is a valid measure since it matches the objective of determining how long it takes the learner to get ready for bed.

  1.      Accuracy
  2.      Reliability
  3.      Validity
  4.      Reliability
  5.      Accuracy
  6.      Validity
  7.      Accuracy
  8.      Validity
  9.      Reliability
Graphing Data

  1.      Hand raising occurred most during class session 4 with a total of 4 hand raises during the session.
  2.      Zero responding occurred on days 5, 6, and 12 which is demonstrated by flat line/plateau.
  3.      The total number of hand raises in science class is 20.
  4.      The rate of responding on session day 9 is 1, because day 8 was 13 and day 9 was 14 therefore 14 – 13 = 1.
  5.      Cumulative records always show a(n) increasing trend; Data on a cumulative record never decreases.
  6.      The ordinate or y-axis displays rate of responding whereas the abscissas or x-axis displays the session or day.

Part 1

  1.      B 
  2.      C 
  3.      D 
  4.      A 

Part 2

  1.      B 
  2.      C 
  3.      D 
  4.      A

Section H: Measurement

  1.      B
     
  2.      B
     
  3.      A
     
  4.      B
     
  5.      A
  1. Variability: The low variability of the control condition indicates that the analyst has demonstrated control over the behavior
    Level: The variability in level across the two conditions indicates that the analyst has identified the contingencies that are evoking the interfering behavior, as the mean level of the test condition is much higher than the control
    Trend: Though both lines indicate a flat or zero trend, the mean level difference between both lines indicates a functional relationship has been identified

  2. Variability: There is sufficient variability observed between baseline, treatment, and reversal conditions to indicate that the intervention is effective. Though the reversal has few data points, considering the nature of the behavior, the reversal should not be maintained, as it is not safe
    Level: The mean level of baseline and the reversal condition is visibly higher than the intervention conditions, with both baseline and reversal on an increasing trend prior to intervention
    Trend: Both intervention conditions show a flat or zero trend, while baseline and reversal show increasing trends, consider this is a behavior targeted for decrease, this graph shows an effective treatment

  3. Variability: There is no observed variability of performance shown between baseline and intervention
    Level: The median level of each graph and condition is similar, indicating the intervention has had little to no impact on the participants’ responding, as shown by the data points presented
    Trend: The last participant starts to demonstrate an increasing trend toward the end of the treatment phase. The study should have been conducted longer to collect more data to determine if this increasing trend would have been maintained

  4. The step like progression of the graph indicates acquisition of both clients across the two week period. The second client had a steeper trend in learning and learned quicker than the first client. Because there is no change in trend, level or variability for the first child for one week, modifications to programming should be considered, as learning trend has become flat

  5. It can be hypothesized from the graph that the breaks in learning have caused a decreasing trend in acquisition

Section B: Experimental Design

Foundational Elements

See graphic (7 Dimensions of Applied Behavior Analysis) on prior page of the Manual

  1.      A – Applied

  2.      G – Generality

  3.      F – Conceptually Systematic

  4.      E – Analytic

  5.      D – Effective

  6.      C – Technological

  7.      B – Behavioral

Withdrawal Design

Figure 1

  1. a)     Urinary accidents
    b)     Successful voids

     

  2. a)     Decrease
    b)     Increase

     

  3. a)     No diaper
    b)     Diaper

     

  4.      Both
  5.      Baseline

     

  6. Wearing a diaper consistently caused an increase in accidents and fewer successful voids than wearing a diaper did. Therefore, this student should no longer wear a diaper.

Figure 2

  1. a)     Engagement
    b)     Requests and grabs

     

  2. a)     Increase
    b)     Decrease

     

  3. a)     Contingent edible (edible)
    b)     Contingent token (token)

     

  4.      Independent variable 1

     

  5.      Independent variable 2

     

  6. The baseline condition evoked high levels of engagement with the items. In the contingent edible condition, there were consistently more requests and grabs, and a slightly lower level of stimulus engagement. Both baseline and edible conditions were replicated, with even lower engagement in the following edible condition. In the contingent token condition, engagement was similar to baseline levels with slightly more requests.

Alternating Treatments Designs

Figure 3

  1.      Percentages of bites packed

     

  2.      Decrease

     

  3.      Chaser

     

  4.      Yes

     

  5.      Yes

     

  6. The chaser condition produced significantly lower amounts of bite packing than baseline conditions. Therefore, we should use this intervention to decrease bite packing.

Figure 4

  1. a)     Rate of Betsy’s dangerous behavior per minute
    b)     Rate of Brad’s saliva play per minute

     

  2. a)     Decrease
    b)     Decrease

     

  3. a)     Unmatched stimulus
    b)     Matched stimulus

     

  4.      Both

     

  5.      Both

     

  6.      Independent variable 2

     

  7.     Independent variable 2

     

  8. With Betsy’s dangerous behavior, the unmatched stimuli and the matched stimuli both decreased the rate of this behavior from baseline levels, with the matched stimulus condition decreasing it to near zero levels. Similar results were seen when using this intervention in a multielement with a withdrawal design with Brad’s saliva play. The unmatched stimulus condition decreased the level of saliva play from baseline conditions by about 50% and the matched stimulus condition decreased the behavior to near zero levels. Therefore, the matched stimulus reinforcement should be used to decrease these automatically maintained behaviors for these and similar clients.

Multiple Baseline Designs

Figure 5

  1. a)     Percentage of trips that drivers buckled
    b)     Percentage of trips that pedal force was applied

     

  2. a)     Increase
    b)     Decrease

     

  3.      Contingent pedal resistance

     

  4.      Dependent variable 1

     

  5.      Yes

     

  6.      Yes

     

  7. For both groups of service delivery drivers, baseline levels of seatbelt wearing were highly variable. In the intervention group, levels of seatbelt wearing were at 100% of trips for both groups consistently, which tells us this is an effective intervention for this behavior. Social validity should be evaluated, since punishment contact was necessary for group 1 even after significant exposure to the intervention.

Changing Criterion Designs

Figure 6

  1.      By having behavior conform to the level of the goal line in each condition

     

  2. a)     Steve’s mean revolutions per minute (non-obese)
    b)     Peter’s mean revolutions per minute (obese)

     

  3.      VR 125 (first)

     

  4.      VR 95

     

  5. With Steve’s speed of cycling, increases were noted in each of the reinforcement conditions compared to baseline conditions, even when reverted back to baseline, and stabilized well on the VR 125 condition. Similar patterns were noted with Peter’s cycling speed, with him responding well above necessary criteria consistently on the VR 100 schedule. This intervention does clearly increase the speed of cycling for both participants, and it appears that schedules could even be faded further and may further increase cycling speed. 
Types of Experimental Designs
  1.      C) Alternating Treatment
  2.      A) Reversal Design
  3.      B) Multiple Baseline
  4.      D) Multiple Probe

  1.      Baseline Required
             – Withdrawal/Reversal
         – Multiple Baseline Design
  2.      Baseline Optional
         – Changing Criterion
         – Alternating Treatment Design
  3.      Design returns to a previous condition after treatment
         – Withdrawal/Reversal
  4.      Need to evaluate the IV with more than one subject, setting, or independent behavior
         – Multiple Baseline Design
  5.      Design(s) that can evaluate more than one IV
         – Withdrawal/Reversal
         – Alternating Treatment Design
  6.      Design(s) that can evaluate one IV
         – Withdrawal/Reversal
         – Multiple Baseline
         – Changing Criterion
  7.      Is it appropriate to gradually change the IV?
         Is it appropriate/ethical to delay treatment?
         Is it appropriate/ethical to withdraw an effective treatment?
  1.      Red flag
  2.      Sound design
  3.      Red flag
  4.      Red flag
  5.      Sound design
  1.      A 
  2.      C 
  3.      D 
  4.      B 
  5.      D 
  6.      B 
  7.      D 
  8.      B 
  9.      A 
  10.      C 
  11.      D 
  12.      A 
  13.      B 
  14.      C 
  15.      B 
  16.      A 
  17.      C 
  18.      A
Types of Experimental Analysis

  1.      B
  2.      C
  3.      F
  4.      C
  5.      B

Section C: Behavior Change Considerations

See examples on pages 157-168

  1. a)     Positive behavior contrast
    b)     Decreasing
    c)     Increasing

  2. a)     Behavior contrast
    b)     Home
    c)     School

  3. a)     Functional behavior assessment
    b)     Function
    c)     Attention
    d)     Escape
    e)     Access
    f)     Sensory

  4. a)     Competency-based training
    b)     Fidelity

  5. a)     Both
    b)     Data
    c)     Effective
    d)     Data-driven

  6. a)     Generalization

Section D: Fundamental Elements of Behavior Change

Operant Conditioning
  1. Behavior:     All the children shaking their maracas.
    Stimulus:     The maraca and the directive to the group “Shake your maraca!” 

  2. Behavior:     Counting the beans.
    Stimulus:     A large set of dry beans and the directive to count ten beans.

  3. Behavior:     Buttoning one button.
    Stimulus:     The jacket buttons and the directive to button one button.

  4. Behavior:     Imitating the drumming.
    Stimulus:     The drum (Tupperware) and the directive to “Do this.”

  5. Behavior:     Pointing to the maraca.
    Stimulus:     The picture of the maraca and the directive to point.
  1.      Negative Reinforcement
     
  2.      Negative Reinforcement
     
  3.      Positive Reinforcement
     
  4.      Negative Reinforcement
     
  5.      Positive Reinforcement
  1.      Positive Punishment
     
  2.      Negative Punishment
     
  3.       Positive Punishment
     
  4.       Positive Punishment
     
  5.      Negative Punishment
Schedules

  • Concurrent
    When Walter gets home from school he can finish 4 homework pages and earn video game time and that before he gets a snack he has to start a load of laundry. Walter decides to start the laundry first. Explanation: Two schedules (FR4 for homework & FR1 for laundry), both schedules are available at the same time and the schedule chosen determines the reinforcer earned.
  • Multiple
    Mason has learned that when the green card is up on the board that the teacher will answer any questions he has. However, when the yellow card is up Mason has to slow down and only the first question after 4-minutes will be answered. Explanation: There are two schedules (FR1 & FI4) for asking questions. The schedules are in effect at different times and presented one after another. Finally, the color cards act as a signal/SD for the schedule in effect. 
  • Mixed
    Greg reports that at times his supervisor appears to provide reinforcement for finishing projects about every hour, while other times the reinforcement comes only when Greg completes several projects. Explanation: There is no clear SD/signal to indicate the schedule for completing projects but Greg reports that there are two different schedules.
  • Chained

  • Tandem
    An example within Skinner’s Box: the rat must press the lever 3 times then pull a string after 20 seconds has passed to access food. Explanation: There are 2 schedules (FR3 & FI20-seconds) that must be completed in order, one after another. There is also no signal indicating a change in the schedule. 
  • Conjunctive
    In order to earn time on the computer during study hall students must complete at least 2 study packets with at least 1 study packet being completed after the first 10 minutes of the class  period. Explanation: Two schedules are in effect (FR2 & FI10) at the same time for one behavior (completing study packets).
  • Alternative
    Eve must either complete each 3 sets of math facts or complete one set after the 5 minute timer goes off. When she does she will get to go outside and play.
  1.      C: Mixed

  2.      B: Concurrent

  3.      A: Chained

  4.      E: Multiple

  5.      F: Tandem

  6.      D: Conjunctive

  7.      G: Alternative
  1. a)     13-19 responses per hour
    b)     9-11 responses per hour
     
  2. a)     22-27 responses per hour
    b)     15-20 responses per hour
     
  3. a)     100-103 responses per hour
    b)     84-98 responses per hour
     
  4. a)     237-254 responses per hour
    b)     215-235 responses per hour
     
  5. a)     8-11 responses per hour
    b)     3-6 responses per hour
     
  6. a)     37-41 responses per hour
    b)     29-35 responses per hour
  1. Baseline Average: 10.25 responses per session
    Criteria for Increase: 11.25 to 17 responses
    Criteria for Decrease: 4 to 9.25 responses
     
  2. Baseline Average: 92.5 responses per session
    Criteria for Increase: 93.5 to 125 responses
    Criteria for Decrease: 50 to 91.5 responses
     
  3. Baseline Average: 39.5 percent per session
    Criteria for Increase: 40.5 to 55 percent
    Criteria for Decrease: 21 to 38.5 percent
     
  4. Baseline Average: 60.125 seconds per session
    Criteria for Increase: 61.125 to 75 seconds
    Criteria for Decrease: 31 to 59.125 seconds
     
  5. Baseline Average: 24.3375 duration per occurrence
    Criteria for Increase: 25.3375 to 31.5 duration per occurrence
    Criteria for Decrease: 11 to 23.3375 duration per occurrence
  1.      NCR Schedule < 12 minutes 
  2.      NCR Schedule < 0.31 minutes 
  3.      NCR Schedule < 1.46 minutes 
  4.      NCR Schedule < 1.26 minutes 
  5.      NCR Schedule < 5.73 minutes 
  6.      NCR Schedule < 5.63 minutes 
  7.      NCR Schedule < 9.31 minutes
Behavior Change Procedures

  1.      B
     
  2.      C
     
  3.      D
     
  4.      E
     
  5.      A
     
  6.      F
     
  7.      D
     
  8.      B
     
  9.      C
     
  10.      B
     
  11.      F

See the graphic on the prior page for answers

  1.      C, This one is chaining due to this process requiring many different response classes.

  2.      S, This one is shaping due to the topography of one response class being shaped.

  3.      S, This one is shaping due to the topography of one response class being shaped.

  4.      C, This one is chaining due to this activity requiring many different response classes.

  5.      C, This one is chaining because going ‘potty’ requires several different response classes.

  1.      A) DRO
  2.      E) DRL
  3.      B) DRI
  4.      C) DRA
  5.      D) DRH
  1.      DRO interval < 1.43 minutes
     
  2.      DRO interval < 3.33 minutes
     
  3.      DRO interval < 15 minutes
Verbal Behavior

  1.      Copying Text
  2.      Textual
  3.      Transcription
  4.      Tact

Section E: Specific Behavior Change Procedures

  1.      Motivating Operation
     
  2.      Discriminative Stimulus
     
  3.       Motivating Operation
     
  4.      Discriminative Stimulus
     
  5.      Discriminative Stimulus
  1.     They are antecedent variables
        May have behavior altering effect (evoke or abate responding)
  2.     Signal the availability of reinforcement based on learning history with the stimulus
  3.     Value altering effects (establishing & abolishing operation)
  4.     No reinforcement available
  5.     Availability of punishment

  1.      B, Inappropriate
     
  2.      A, Appropriate
     
  3.      A, Appropriate
     
  4.      B, Inappropriate

  1.      A) Rule Governed Behavior
  2.      B) Contingency Based Behavior
  3.      B) Contingency Based Behavior
  4.      A) Rule Governed Behavior
  5.      A) Rule Governed Behavior

Student Name: Xavier

Behavior: Inappropriate language 

Behavior Definition: 

Saying words or phrases that are not school appropriate

Objective: 

I will use kind words instead of inappropriate words.

I will use strategies instead of yelling inappropriate words. 

Steps for success: 

Think before I speak. 

Use strategies if I’m upset of frustrated. 

Ask for more time on an activity. 

Ask a teacher for help if I need it.

Positive consequences:

  • 5 extra minutes on activity coupon 
  • Lunch or special activity with a teacher 
  • Activity choice coupon 

Negative consequences:

  • No attention 
  • Sit by self 
  • Loss of preferred item/activity 

Terms of behavior contract:

For every hour I don’t say an inappropriate word, I get a star on my behavior contract. When I get 5 stars, I get to pick a positive consequence choice. 

If I say an inappropriate word, I will not get a star for that hour. I may need to sit out by myself, so I don’t distract my friends in my class. I will not get to talk to talk my teachers when I use words I am not supposed to. 

Who is involved:

  • Xavier
  • Mrs. Strazzella, Xavier’s teacher

Expectations for each person involved:

  • Xavier: Make good choices and use school appropriate words
  • Mrs. Strazzella, Xavier’s teacher: Help Xavier follow his contract and monitor Xavier’s contract

Plan for maintenance: 

  • Once criteria has been met for mastery of elimination of inappropriate language, data will be reviewed every 3 weeks to ensure maintenance of the skill over time.
  •  
  1.      A) Interdependent Group Contingency
  2.      C) Dependent Group Contingency
  3.      B) Independent Group Contingency
  4.      B) Independent Group Contingency
  5.      C) Dependent Group Contingency
  6.      A) Interdependent Group Contingency
  1.      C, With this relationship, two relations are taught and two additional relations are generated that are not exact opposites of the already taught relations.
     
  2.      B, After teaching B=A, A=B becomes a derived relation, and symmetry has occurred.
     
  3.      A, Reflexivity, or identity matching, is a necessary prerequisite skill to stimulus equivalence.
  1. a)     The new RBT will become a conditioned punisher, as Jacob finds bananas aversive and the banana and RBT have been presented together.
    b)     Eating bananas has decreased Jacob’s participation in the sessions with the RBT, this is an example of positive punishment. It is likely that Jacob will not want to approach the RBT, as the banana has been in the presence of the therapist on the first two occasions in Jacob’s presence. The therapist will have to work to unpair herself with bananas and pair herself with items and activities Jacob finds reinforcing.
     
  2. a)     Jaime has paired herself with reinforcement- songs, people, and toys that Ryan prefers.
    b)     It is likely that Ryan will interact with Jaime in subsequent sessions, as she is associated with items, activities, and experiences that Ryan prefers. It is also likely that the items that Jaime introduces from her bag will be paired with reinforcement- likely increasing Ryan’s repertoire of reinforcing items and activities.
     
  3. a)     The table at the center is being paired with punishment, as all preferred and reinforcing items and activities are only present and played with in the play areas. The table is being paired with the removal of preferred activities, play and preferred interaction with Taylor.
    b)     It is likely that Zach will not approach the table, as the table has been paired with deprivation of toys and playful interaction. Taylor needs to pair the table with reinforcement, bringing the play out of the play area and to the table, and other areas of the center. She needs to pair herself and the entire environment with items and activities that Zach enjoys and will interact with willingly to increase the likelihood that Zach will want to enter the center and interact with Taylor.
     
  4. a)     The BCBA has paired the play structure with reinforcement and is shaping Jackie’s ability to climb the structure by introducing items and activities she prefers and will engage in the climbing behavior to access.
    b)     It is likely that because the play structure has been paired with items and activities Jackie prefers, she will be more likely to engage in climbing the structure in the future. Playing on the structure will increase her access to peer interaction, and peer interaction could be paired with reinforcement, if “Princess Jackie” can generalize the castle play to peers playing on the structure.
     
  5. a)     Sam’s new BCBA has been paired with reinforcement. The BCBA assessed Sam’s preferences, made his preferences available, without it being contingent on a particular behavior, placing very few demands or expectations on Sam during their initial interactions.
    b)     Sam’s BCBA is building a positive rapport with Sam. It is likely that Sam will interact with his BCBA in the future, because of the non-contingent access to reinforcement and the BCBA’s presence being paired with items and interaction that Sam reported he preferred.

Section F: Behavior Change Systems

Teaching Methodologies
  1.      C
     
  2.      A
     
  3.      D
     
  4.      A
     
  5.      B
  1.      A: Indicating that the reinforcement of going down the slide would be available upon answering the discriminative stimulus classifies this example as discrete trial teaching.
     
  2.      C: This is an example of direct instruction. The concept is presented by the teacher, she expects active responding for the class, she presents the information until all people are responding accurately, she is providing them feedback with each learning opportunity.
     
  3.      D: The task is time-based, with a frequency of responses of accurately sorted bills. This would be an example of Precision teaching as the task requires fluency-accurate responding over a period of time.
     
  4.      A: The system of instruction is arranged in a manner that is self-paced, testing is a form of probe data that assesses mastery of the content, the relationship with the instructor is one that is paired with reinforcement and access to lecture is contingent on performance, allowing lecture to function as an MO to read the text.
     
  5.      A: The reinforcement was directly related to the child’s motivation and the child’s interests shaped the teaching opportunity. This would be an example of incidental teaching.

Section G: Identification of the Problem

Preliminary Assessment

Case Study #1

Your answer should include the following:

  •      Review of records (indirect assessment)
     
  •      Direct assessment-(observations such as ABC recording)
     
  •      Interview his current teacher(s) and therapist(s) –(indirect assessment)
     

Case Study #2

  1.      Recommend the student see an allergist.
     
  2.      You observe the behavior and collect data to see if the behavior has decreased.
     
  3.      You do not intervene with the behavior, but you collect data on the behaviors and monitor.
     
  4.      Answers could include: environmental manipulations, FBA (with parental consent).
     

Case Study #3

Medical factors that must be considered include:

  •      The history of brain injury
     
  •      The inserted shunt

A medical professional should examine Jamal and it should be determined if there are complications related to previous injury or current treatment that could remedy the behavior.
Because this is a dangerous behavior for the client and any instance of self-injury has been reported to possibly result in death, a functional analysis which attempts to induce self-injury would not be ethical or appropriate.
Data currently collected delineates times of consistent occurrence and non-occurrence. These environmental factors should be manipulated to decrease instances of the behavior in the interim of gaining insight through medical intervention.
Behavior therapy should continue to program for mands to gain access to attention to address physical needs.

  1.      A
     
  2.      D
     
  3.      B
     
  4.      A
     
  5.      C
Dissemination & Collaboration
  1. FBA – Process where I (as the BCBA) will conduct two types assessments, direct and indirect. With direct assessments, I will observe X in his natural environment and takes notes on his behavior. For indirect assessments, I will be interviewing his team for more information about his behaviors. I will then analyze all this information.
  2. Function of behavior – Figure out the ‘why’ of the behavior—why is X engaging in X behavior.
  3. Elopement – leaving area without permission.
  4. Property destruction – destroying property or materials such as breaking pencils, ripping paper.
  5. Aggression – hitting or punching others (anything that causes harm to others).
  6. Positive practice overcorrection – doing the same behavior repeatedly with higher expectations to complete it. For example, instead of throwing one piece of paper out, throwing out 5 pieces.
  7. NCR – giving attention for ‘free.’

It would be important to learn if the behaviors occur in all environments or if it’s exclusive to one area. With that, it would be beneficial (with parent consent) to interview all of Garrett’s team to see if the behavior is being exhibited in his/her setting. After the interviews, it was noted that the behavior occurs during OT, at school, and with the cognitive behavior therapist. In all of those settings where he works with them, there is a My Little Pony poster hung up and it’s noted that he often stares at them while engaging in sexual behavior. A possible intervention would be to have them cover those posters during those sessions.

Section I: Assessment

Defining Behavior & Variables
  • Jumping:
    2 or more consecutive occurrences of both feet separating from the floor from an upright position.
  • Crying:
    Occurrence of non-contextual vocalization (sounds or words) accompanied by facial contraction with or without tears for any period of time. Non-examples include if student falls down and is bleeding.
  • Reciprocal play:
    Engagement in play with a peer which may include use of a toy or item in the manner for which it was intended.
  • Hitting:
    Occurrence of making contact with any part of another person’s body with an open or closed hand from a distance of six inches or more with intent to harm others. Non-examples include playing games, such as tag. 
  • Elopement:
    Leaving the designated area (4 ft or more) without permission to do so.
  1.      Example
     
  2.      Non-Example
     
  3.      Non-Example
     
  4.      Example
     
  5.      Example
     
  6.      Non-Example
     
  7.      Example
     
  8.      Non-Example
     
  9.      Example
     
  10.      Non-Example
Assessment Data
  1. Type of Graph:     Multi-element design
    Interpretation:      With training after baseline, successful shots increased with the accurate sidespin maintaining a similar data path, indicating accurate shots was impacted by accurate form when shooting.
     
  2. Type of Graph:     Cumulative graph
    Interpretation:     Duration was incrementally increasing causing succeeding steps.
     
  3. Type of Graph:     Reversal
    Interpretation:     This graph indicates that the intervention reliably decreased the behavior of concern.
     
  4. Type of Graph:     Scatterplot
    Interpretation:     With the alternative choice, Bubbles the early morning wheel runs decrease.
     
  5. Type of Graph:     Changing Criterion Design
    Interpretation:     As Jordan’s mother increased the criterion, the number of minutes of time studying increased.
Preference & Reinforcer Assessments
  1.      Single
         Forced Choice
         Multiple Stimulus with Replacement
         Multiple Stimulus without Replacement
     
  2.      Concurrent Schedule
         Progressive Ratio
         Multiple Schedule
     
  3.      Forced Choice
     
  4.      Progressive Ratio
     
  5.      Multiple Schedule
     
  6.      Concurrent Schedule

Section J: Intervention

Goals for Behavior Change
  1. When given homework, Jenny will independently complete it with 80% or higher accuracy.
    Bonus: permanent product 
  2. Ashley will follow street signs to walk in a crosswalk with 100% accuracy when the ‘walk’ sign is illuminated.
    Bonus: percent of occurrence
  3. When given a direction by an adult (e.g. teacher or parent), Joey will complete the direction within 10 seconds of being asked for 80% of occurrences. 
    Bonus: percent of occurrence
  4. When Cynthia cannot perform a task independently, she will solicit help from a teacher by vocally requesting help and identifying specifically what she needs help on for 90% of occurrences. 
    Bonus: percent of occurrence 
  5. When Jasper wants or needs something, he will independently select a PECS card, get a teacher’s attention and give the card to the teacher with 90% accuracy. 
    Bonus: percent of occurrence
  •  
  1.      A: The goal of treatment is to generalize into the natural setting and use the skill as represented by others in that setting.
     
  2.      B: Though he could be looking like he is attending, the student could continue not to gain any information from the whole-group lessons, impacting his ability to participate in the class.
     
  3.      B: This goal specifies the developmentally expected number of tacts a child should be able to exhibit, while the other goal only indicates that of the ones presented, the child will name 80%, this could be as few as 4 out of 5 labels, which does not meet the criterion proportionally related to his development.
     
  4.      A: This is based on the social validity of learning all the letters as they’re presented in text, and is time-based, which indicates rate of recall, which will impact generalization and phonetic ability.
     
  5.      A: This provides enough detail that anyone working with the child would know what the targeted behavior needs to look like to be accurate.
Selecting Interventions
  1.      A
  2.      B
  3.      B
  4.      B
  5.      A
  1.      B
     
  2.      B
     
  3.      B
     
  4.      A
     
  5.      A
Generative Learning
  1.      A
     
  2.      B
     
  3.      B
     
  4.      A
     
  5.      A
Data-Based Decisions
  1.      A
     
  2.      B

Section K: Implementation, Management, and Supervision

Supervision
  1.      A 
  2.      C 
  3.      D 
  4.      A 
  5.      B 
  6.      A 
  7.      C 
  8.      A 
  9.      D 
  10.      A 
  11.      D 
  12.      B 
  13.      B 
  14.      C 
  15.      B 
  16.      A 
  17.      D 
  18.      B 
Support for Behavior Change & Maintenance
  1.      A: The Professional and Ethical Compliance Code for Behavior Analysts identifies “appropriate documentation” as documentation that allows for the facilitation of services by that BCBA, or other professionals, with accountability to best practice and the law (p. 9).
     
  2.      D: All behavior is motivated by contingencies specific to the person. It is the responsibility of behavior analysts to identify those contingencies, including the contingencies governing the behavior of those working directly with the clients, and implement behavior change procedures that benefit both the client and those working with the client.
     
  3.      A: Presenting the skill(s) to the staff in written format has many advantages. One, it gives a list of exactly what is expected of the staff. Two, it provides a cheat sheet for the staff to reference when performing the skills with the students. Three, it can be used as the tool to evaluate the staffs’ performance. Four, it ensures that staff knows exactly what’s expected when being observed and their performance is being evaluation, making the supervision process as transparent as possible.
     
  4.      B: As a behavior analyst, Janice must clearly define the schedule of transition and termination of services, as data indicates that services are no longer required, for an orderly termination of services. The staff she was contracted to support must be able to maintain the behaviors targeted for increase and decrease with the systems established during consultation, evidencing transfer of control to the special education coordinators and ensuring generalization of skills.
     
  5.      D: A newly-learned skill will require immediate reinforcement after every occurrence. This system of reinforcement should be modified based on the performance monitoring system already in place. The system will also allow for the coordinators to monitor for procedural drift and modify competency-based training and reinforcement accordingly.

Foundational Knowledge

  1.      Unconditioned reinforcers
         Motivating operations
         Respondent relations
         
  2.      Conditioned motivating operations
         Operant conditioning
         Respondent conditioning
         Learning history
         
  3.      Rule-governed behavior
         Generalized conditioned reinforcer
  1.      Possible Answers:
         Use both your hands
         Use one hand
         Push with elbow
         Kick it open
         Grab with one finger
         Pull it open
         
  2.      Possible Answers:
         Use a fork
         Use a spoon
         Use your fingers
         Drink it
         Lick it
         Have someone else feed it to you
              
  3.      Possible Answers:
         Scrub them
         Use a dishwasher
         Soak them
         
  1.      Possible Answers:
         Tank tops
         V necks
         Long sleeves
         Strapless
         Spaghetti Strap
         Pull it open
         
  2.      Possible Answers:
         Labs
         Brown dogs
         Poodles
         Chihuahuas
         White dogs
         German Shepherds
              
  3.      Possible Answers:
         Sneakers
         Flip-flops
         High heels
         Flats
         Boots
         
         
  1.      A, Response class
         
  2.      B, Stimulus class
         
  3.      A, Response class
         
  4.      B, Stimulus class
         
  5.      B, Stimulus class
         
  6.      A, Response class
         
  1.      B, Punisher
         
  2.      A, Reinforcer
         
  3.      A, Reinforcer
         
  4.      B, Punisher