BCBA Mock Exam OBHS Questions With
Correct Answers
A client under your supervision engages in frequent rumination that appears to
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have resulted in substantial weight loss. What is the first assessment task?
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a. Systematic manipulation of some variable
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b. Records review
| |
c. Nothing - the behavior is not change worthy
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d. Conduct an IQ test - CORRECT ANSWER✔✔-B
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You find that one of your clients has a substantial anxiety reaction to being in the
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lunchroom. You posit that there is some kind of respondent conditioning process
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that has caused this, and you wish to try respondent extinction. This would
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involve |
a. Social extinction - ignore the child when he becomes anxious
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b. Escape extinction - do not let the child escape from the lunchroom
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c. Have the child frequently enter the lunchroom without any "traumatic" events
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occurring.
d. Have the child perform a task while in the lunchroom. - CORRECT ANSWER✔✔-
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C
The philosophy of determinism, as applied to the analysis of behavior, assumes
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that behavior is:
| | |
,| a. subject to random occurrences.
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| b. caused by some event or combination of events.
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| c. a cause of other events.
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| d. determined by the will of the person. - CORRECT ANSWER✔✔-B
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You take an initial baseline on "in seat" behavior. You then implement a token
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economy in which in seat behavior is reinforced with tokens. Your treatment
| | | | | | | | | | | |
team decides to demonstrate the efficacy of the token system, and recommends
| | | | | | | | | | | |
an A-B-C-B reversal design. Which of the following is an example of such a
| | | | | | | | | | | | | |
design? |
a. In the 3rd phase, stop implementing the token system
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b. In the 3rd phase, present tokens for out of seat behavior
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c. Present the tokens for in seat behavior in another setting
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d. Implement a schedule of less frequent tokens in phase 3 - CORRECT
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ANSWER✔✔-B
You are talking with a staff member about a client's behavior, and that staff tells
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you that the client exhibited a tantrum the other day. You wish to set up a
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program, but you feel that you will need consent to do it. What are the three
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elements needed? | |
a. capacity, informed, voluntariness
| | |
b. informed, voluntariness, older than 18 years old
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c. no coercion, cost/benefits, approval
| | | |
d. informed, approval, legal age - CORRECT ANSWER✔✔-A
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,Describe how a DRI schedule might be used to decrease the frequency of walking
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around and bothering other workers at the work site.
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a. Have the person earn a reinforcer contingent on the absence of bothering
| | | | | | | | | | | | |
others
b. Provide a reinforcer contingent on working diligently and quietly at his seat
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c. Move his seat away from others and make it somewhat "isolated."
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d. Reinforce appropriate asking to visit others - CORRECT ANSWER✔✔-B
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You are having trouble getting Kenny on the van. Apparently, the action is
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effortful, as he has to climb up the stairs, which gives him trouble. In fact, he has
| | | | | | | | | | | | | | | | |
actually given up even trying. Using behavioral momentum, how can this be
| | | | | | | | | | | |
treated? |
a. Provide a reinforcer for getting on the van.
| | | | | | | |
b. Prompt him briskly down the hall, and release him right before he reaches the
| | | | | | | | | | | | | | |
steps of the van. Then fade the release point backwards.
| | | | | | | | |
c. Give a reinforcer for some low effort actions then give the direction to "get on
| | | | | | | | | | | | | | | |
the van." |
d. Give small reinforcers for just looking at the van, then slowly increase the size
| | | | | | | | | | | | | | |
of the reinforcer as he begins getting up to walk toward the van. - CORRECT
| | | | | | | | | | | | | | |
ANSWER✔✔-C
You are working with a client who finds physical touch to be aversive. When the
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person is off task, the program calls for you to give a warning by counting to "10";
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at that point, you gently touch him if he has not back on task. The touch remains
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until he returns to task. Please note that being touched is aversive for this
| | | | | | | | | | | | | |
particular individual. | |
If the person gets back on task during the counting, this is an example of:
| | | | | | | | | | | | | |
, a. Escape
|
b. Avoidance
| |
c. Positive reinforcement
| |
d. Stimulus fading - CORRECT ANSWER✔✔-B
| | | | |
You are working with a client who finds physical touch to be aversive. When the
| | | | | | | | | | | | | | |
person is off task, the program calls for you to give a warning by counting to "10";
| | | | | | | | | | | | | | | |
at that point, you gently touch him if he has not back on task. The touch remains
| | | | | | | | | | | | | | | | | |
until he returns to task. Please note that being touched is aversive for this
| | | | | | | | | | | | | |
particular individual. | |
If the person gets back on task when he is touched, this is an example of:
| | | | | | | | | | | | | | | |
a. Escape
| |
b. Avoidance
| |
c. Positive reinforcement
| |
d. Negative punishment - CORRECT ANSWER✔✔-A
| | | | |
Which of the following is NOT a characteristic of effective punishment?
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a. FR1 |
b. Unpaired with reinforcement
| | |
c. Slowly increasing the intensity of the punisher over time
| | | | | | | | | |
d. Ensure alternative ways of obtaining the reinforcer - CORRECT ANSWER✔✔-C
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A child is having a tantrum in your classroom. You believe that the tantrum is
| | | | | | | | | | | | | | |
occurring for your attention. You therefore ignore the tantrum until it ceases
| | | | | | | | | | | |
Correct Answers
A client under your supervision engages in frequent rumination that appears to
| | | | | | | | | | | |
have resulted in substantial weight loss. What is the first assessment task?
| | | | | | | | | | | |
a. Systematic manipulation of some variable
| | | | |
b. Records review
| |
c. Nothing - the behavior is not change worthy
| | | | | | | |
d. Conduct an IQ test - CORRECT ANSWER✔✔-B
| | | | | | |
You find that one of your clients has a substantial anxiety reaction to being in the
| | | | | | | | | | | | | | | |
lunchroom. You posit that there is some kind of respondent conditioning process
| | | | | | | | | | | |
that has caused this, and you wish to try respondent extinction. This would
| | | | | | | | | | | | |
involve |
a. Social extinction - ignore the child when he becomes anxious
| | | | | | | | | |
b. Escape extinction - do not let the child escape from the lunchroom
| | | | | | | | | | | |
c. Have the child frequently enter the lunchroom without any "traumatic" events
| | | | | | | | | | | |
occurring.
d. Have the child perform a task while in the lunchroom. - CORRECT ANSWER✔✔-
| | | | | | | | | | | | |
C
The philosophy of determinism, as applied to the analysis of behavior, assumes
| | | | | | | | | | | |
that behavior is:
| | |
,| a. subject to random occurrences.
| | | |
| b. caused by some event or combination of events.
| | | | | | | |
| c. a cause of other events.
| | | | |
| d. determined by the will of the person. - CORRECT ANSWER✔✔-B
| | | | | | | | | |
You take an initial baseline on "in seat" behavior. You then implement a token
| | | | | | | | | | | | | |
economy in which in seat behavior is reinforced with tokens. Your treatment
| | | | | | | | | | | |
team decides to demonstrate the efficacy of the token system, and recommends
| | | | | | | | | | | |
an A-B-C-B reversal design. Which of the following is an example of such a
| | | | | | | | | | | | | |
design? |
a. In the 3rd phase, stop implementing the token system
| | | | | | | | |
b. In the 3rd phase, present tokens for out of seat behavior
| | | | | | | | | | |
c. Present the tokens for in seat behavior in another setting
| | | | | | | | | |
d. Implement a schedule of less frequent tokens in phase 3 - CORRECT
| | | | | | | | | | | | |
ANSWER✔✔-B
You are talking with a staff member about a client's behavior, and that staff tells
| | | | | | | | | | | | | | |
you that the client exhibited a tantrum the other day. You wish to set up a
| | | | | | | | | | | | | | | |
program, but you feel that you will need consent to do it. What are the three
| | | | | | | | | | | | | | | |
elements needed? | |
a. capacity, informed, voluntariness
| | |
b. informed, voluntariness, older than 18 years old
| | | | | | |
c. no coercion, cost/benefits, approval
| | | |
d. informed, approval, legal age - CORRECT ANSWER✔✔-A
| | | | | | |
,Describe how a DRI schedule might be used to decrease the frequency of walking
| | | | | | | | | | | | |
around and bothering other workers at the work site.
| | | | | | | | | |
a. Have the person earn a reinforcer contingent on the absence of bothering
| | | | | | | | | | | | |
others
b. Provide a reinforcer contingent on working diligently and quietly at his seat
| | | | | | | | | | | |
c. Move his seat away from others and make it somewhat "isolated."
| | | | | | | | | | |
d. Reinforce appropriate asking to visit others - CORRECT ANSWER✔✔-B
| | | | | | | | |
You are having trouble getting Kenny on the van. Apparently, the action is
| | | | | | | | | | | | |
effortful, as he has to climb up the stairs, which gives him trouble. In fact, he has
| | | | | | | | | | | | | | | | |
actually given up even trying. Using behavioral momentum, how can this be
| | | | | | | | | | | |
treated? |
a. Provide a reinforcer for getting on the van.
| | | | | | | |
b. Prompt him briskly down the hall, and release him right before he reaches the
| | | | | | | | | | | | | | |
steps of the van. Then fade the release point backwards.
| | | | | | | | |
c. Give a reinforcer for some low effort actions then give the direction to "get on
| | | | | | | | | | | | | | | |
the van." |
d. Give small reinforcers for just looking at the van, then slowly increase the size
| | | | | | | | | | | | | | |
of the reinforcer as he begins getting up to walk toward the van. - CORRECT
| | | | | | | | | | | | | | |
ANSWER✔✔-C
You are working with a client who finds physical touch to be aversive. When the
| | | | | | | | | | | | | | |
person is off task, the program calls for you to give a warning by counting to "10";
| | | | | | | | | | | | | | | |
at that point, you gently touch him if he has not back on task. The touch remains
| | | | | | | | | | | | | | | | | |
until he returns to task. Please note that being touched is aversive for this
| | | | | | | | | | | | | |
particular individual. | |
If the person gets back on task during the counting, this is an example of:
| | | | | | | | | | | | | |
, a. Escape
|
b. Avoidance
| |
c. Positive reinforcement
| |
d. Stimulus fading - CORRECT ANSWER✔✔-B
| | | | |
You are working with a client who finds physical touch to be aversive. When the
| | | | | | | | | | | | | | |
person is off task, the program calls for you to give a warning by counting to "10";
| | | | | | | | | | | | | | | |
at that point, you gently touch him if he has not back on task. The touch remains
| | | | | | | | | | | | | | | | | |
until he returns to task. Please note that being touched is aversive for this
| | | | | | | | | | | | | |
particular individual. | |
If the person gets back on task when he is touched, this is an example of:
| | | | | | | | | | | | | | | |
a. Escape
| |
b. Avoidance
| |
c. Positive reinforcement
| |
d. Negative punishment - CORRECT ANSWER✔✔-A
| | | | |
Which of the following is NOT a characteristic of effective punishment?
| | | | | | | | | | |
a. FR1 |
b. Unpaired with reinforcement
| | |
c. Slowly increasing the intensity of the punisher over time
| | | | | | | | | |
d. Ensure alternative ways of obtaining the reinforcer - CORRECT ANSWER✔✔-C
| | | | | | | | | |
A child is having a tantrum in your classroom. You believe that the tantrum is
| | | | | | | | | | | | | | |
occurring for your attention. You therefore ignore the tantrum until it ceases
| | | | | | | | | | | |
