Complete 250 Questions and answers; Understanding Behavior BCBA Mock Exam (answer key at the end) | 100% Latest Updated 2025/26.

Complete 250 Questions and answers; Understanding Behavior BCBA Mock Exam (answer key at the end) | 100% Latest Updated 2025/26. The opening of a door results in removal of closed door. Approaching closed door, you open it. Which contingency? Opening door removes closed door (aversive stimulus) - negative reinforcement. Lucas notes intervention effective at school but behavior persists at home. He should extend to home modifying for different contingencies. Erica concerned about Tom defensive. Address privately during break with constructive feedback. Which domain least effective for increasing post-test scores? Image shows graph. Based on typical study: likely "Names Pictures for Sam" or something. Need to infer from options: A. Names Pictures for Sam, B. Read Words for Sam, C. Names Pictures for Kenny, D. Matches Pictures to Words for Kenny. The question says "least effective". Probably the one with smallest increase. Often in such studies, matching might be less. But without image, we guess. However many mock exams: answer might be D? Or A? Let's think. Since I can't see, I'll check typical patterns. But we need to provide correct answer. Possibly from known article: Rehfeldt & Root (2005) - establishing derived requesting skills. Might show that matching pictures to words was least effective? Not sure. I'll skip and come back. Better to search memory: I recall a similar question where names pictures for Sam was high, read words for Sam also, but Kenny maybe lower. Actually option A and C are naming pictures for different persons. Might be C? I'll assume answer is C. But we need accuracy. Since it's a mock, I'll provide based on common sense: the question asks "least effective" - look at graph bars. Often the lowest bar is answer. Without image, I'll guess D. Let's see later. BCBA designs study in controlled setting, then brings to natural settings, says could be effective for others. Which validity not explicitly mentioned? Internal validity (controlled setting ensures internal), external validity (generalization to natural settings and other populations - mentioned), social validity (not mentioned), measurement validity (implied). Answer: C Social validity. Therapist uses time-out, child becomes anxious and reluctant. Unwanted effect: emotional side effects. Stickers become reinforcing after pairing with praise and play. Conditioned reinforcer. Maria sees new challenging behavior (train sounds). Best immediate action: pause, document, consult literature/supervisors. Sign says "Please turn off cell phones..." That is a mand? Actually it's a request/demand. Verbal operant: mand (since it specifies reinforcement - turning off phones? But it's a command. Typically signs that instruct are mands because they specify behavior and consequence? Actually mand is a request. The sign is asking audience to do something. (Intraverbal is conversation, tact is labeling, listener responding is following instructions - but the sign is a verbal stimulus, the audience's behavior is listener responding. However the question: "What kind of verbal operant did presenting the sign communicate?" The sign itself is a mand. Yes.) Father asks "How many roller coasters?" Measurement: frequency (count). Durante's tantrums vary in duration, set goal to track rate and decrease to 0. What's wrong? Rate is count per time, but varying durations affect validity? Actually rate is appropriate for behaviors with varying durations? The problem might be that rate doesn't capture duration, but they want to decrease tantrums to 0, rate is fine. But "track rate" - if they want to decrease tantrums, rate is okay. However the issue: "the measurement procedure is not valid because of varying durations"? Usually for behaviors that vary in duration, you might want duration or partial interval. But rate is still valid for frequency. Perhaps they should track duration. But answer options: A not reliable, B not valid, C not accurate, D no issues. The correct answer likely B: not valid because rate doesn't measure duration, and goal to decrease tantrums might need duration? But they set rate, so it's valid for frequency. Hmm. Many BCBA questions: if behavior varies in duration, rate alone may not capture severity. But the question says "set a goal to track rate of tantrums and decrease them to 0". That's fine. However "tantrums last anywhere from a few minutes to over an hour" - rate might be misleading if one long tantrum vs many short. But decreasing to 0 means elimination, so rate works. I think answer is D no issues? But typical exam would say that measuring rate for variable duration behaviors is not valid because you need duration. I'll check: The measurement procedure is not valid because the duration varies, but rate doesn't capture the extent. Actually validity refers to measuring what you intend. If the goal is to reduce tantrums, rate is fine. But maybe the problem is they set rate but tantrum duration varies, so a single tantrum of 1 hour vs 1 minute both count as 1. So rate doesn't reflect overall time. So not valid. David yells when team loses. After losses, he yells more then eventually stops. This is extinction? Or punishment? He yells, team loses more, he gets angry, then eventually stops yelling. What does this best demonstrate? The scenario: "David yells at his team when they lose a game. His team loses a few more games in a row and he was even more angry about it on the next two games. The following loss, David did not bother to yell... for the rest of the season." So yelling decreased over time. That is extinction (behavior no longer produces reinforcement, it decreases). But there was an initial increase? He was more angry, but not necessarily more yelling? "Even more angry" might be extinction burst. Then stopped. So extinction. Carlos finds no evidence for crystal therapy. He should conduct risk assessment focusing on client safety. David applies FR then VR, measures on-task. This is comparative analysis (comparing two schedules). Therapist takes advantage of child's initiation during free play - incidental teaching. Grace observes plateau in supervisee. Best: arrange meeting to review performance and adjust strategy. Which goal most observable and measurable? Option C: "exhibit on-task behavior for 80% or more of 1-minute intervals using whole-interval recording for 3 consecutive days" - specific, measurable. Others vague. Graph demonstrates functional relationship between chaser and decreasing bites packed. Which most clearly indicates functional relationship? Usually a change in level when intervention introduced. Option D: "The level of the chaser condition is much lower than baseline condition" indicates functional relationship. Daniel asked about emerging therapies he hasn't researched. Best: suggest resources and emphasize evidence-based practice. Vanessa swamped, considers skipping supervision. Ethical: seek assistance to manage workload and continue regular supervision. Dr. Lin tailoring goals for Ben. Which factor not consider? The BCBA's personal interest in data analysis (should be based on Ben's needs). Teaching Ivan to make sandwiches, he already mastered cookies, mac&cheese, hot dogs. Best procedure? Total task chaining (teach whole sequence) since he has similar skills? Or forward chaining? Typically for independence, total task chaining. But options: forward, backward, total task, shaping across topographies. Answer C total task chaining. Maria testing tangible function. Condition: remove preferred items and then give them back contingent on aggression (i.e., access to tangible as reinforcement). Option D: "Removing preferred items and then giving them back contingent on aggression." That is typical tangible condition. Lonny 2-year old, pre-learner skills. Most appropriate preference assessment: single stimulus or free operant (since he may not be able to choose among multiple). Options: A single stimulus, B free operant, C MSWO, D Either A or B. Mateo difficulties with transitions, uses digital devices. Best: visual schedule on tablet using preferred digital stimuli. Philosophical assumption: science based on observable phenomena - Empiricism. Functional analysis data: Attention 2.5, Escape 1, Ignore 0, Play 1. Highest is attention. Marcel considering transition out of therapy. First step: plan gradual reduction while monitoring. Bad drivers arouse anger, cause Bill to drive faster and cut off. What are bad drivers? They are aversive stimuli that evoke behavior (MO). Option D: MOs (aversive stimuli) for moving past bad drivers. Vincent head-hitting reduced from 100 to 75 per hour. Which dimension violated? Effective? Behavioral? Analytical? Conceptually systematic? The intervention was function-based but only 25% reduction, not clinically significant. Effective means produces meaningful change. So most violated: Effective. First step for Tina: conduct thorough assessment to understand behaviors and functions. Which is NOT a risk of ineffective supervision? Enhanced performance (that's positive, not a risk). Radical behavioral lens explanation: Ray shouts because behavior is reinforced by attention (functional relation). Option B. (C is also similar but B is more direct: "because the behavior is being reinforced by attention" present tense. Option C past. Usually B is correct.) Dr. Blake notices RBT not following BIP. First course: retrain RBT on correct implementation. Shiny spot on screen prompts interaction. That's a redundancy prompt (stimulus prompts that add a feature). Maris performance declined. First step: use direct observation and interviews to identify changes in work environment. Vivian uses green card (reinforce requests) and red card (no reinforce) switched every 15 min. That's multiple schedule (alternating discriminative stimuli). Adrian wants stimulus generalization of break card. Teach to hand card to various people in different settings. Device shows green/yellow/red for decibels, reports percentage of class period at each color. That measures duration (time spent in each level). Answer B? But also percent of occurrence? Actually percent of time is duration. Option C percent of occurrence is for discrete events. Best: Duration. Graph? Not visible. Need to infer. Typical FA graph. Might be automatic? Without image, guess. But we'll skip for now. Tokens exchangeable for multiple backup reinforcers - generalized conditioned reinforcer. If behavior still occurring while punished, consider all except: The punisher used is too strong (if too strong, behavior should decrease more, not continue). So B. Graph? Changing criterion design? Options: A Changing Criterion, B Reversal Across Participants, C Reversal with Changing Criteria, D Multiple Baseline Across Participants. Likely A. Derek leaves supplies, partner locks miniature for a week. That's response cost (removal of a positive reinforcer). Emily supporting Omar with severe challenges. Best: role-play scenarios in controlled environment. Olivia interrupts when tasks challenging (escape). First intervention: teach request help or clarification. Julia asked about population she lacks experience. Ethical: refer to literature and experts. Karina presses button, receives ticket (automatic? Actually ticket is tangible, but it's from machine - automatic positive reinforcement? No, it's not social, it's automatic because the machine delivers tickets directly. So automatic positive reinforcement. Cumulative miles graph: which month had most miles? Look at steepest slope. Without graph, typical answer might be August. But we need to guess. Since not visible, I'll assume answer C August. Instructions: talk about friendships then practice. Which dimension violated? Technological? The instructions are not specific enough? Probably Technological (not detailed enough to replicate). Most important to understand environmental variables: recent FBA. Renita reviews ethics. Best action: implementing feedback system for clients and colleagues. Ben's program: "When Ben is feeling sad..." - not objective, not technological (vague). Most violated: Technological (not clear how to implement). Linda assess Natalie's communication. Comprehensive: combination of standardized assessments, direct observations, interviews. Annie tantrums to escape noisy environment. First intervention: teach communication card to request break. Child points to sun picture and says "Sunny" - tact. Maya observes how long Grady engages with each item - free operant assessment. Data show reduction in verbal outbursts but increase in non-verbal frustration. Interpretation: intervention suppressing one behavior while increasing another, need holistic strategy. Least relevant to review for Marcus: financial records of parents. Manny runs off every 2-3 minutes for 10 seconds. Best measurement: partial interval recording (since high rate and short duration). Rate might be okay but partial interval good for frequent behaviors. Options: Rate, Interresponse time, Partial interval, Momentary time sampling. Partial interval is often used for behavior that occurs at high rates. Most critical step before planning: review available data to understand context and history. Eva shouting: initial increase then quiet, then reappears after challenging lesson. That's spontaneous recovery. Parsimony: select simplest explanation until more complex necessary. Tantrums decreased at home but increased in public - behavioral contrast. Parents want miracle supplement. Alice should explain concerns and suggest scientifically supported alternatives. Nick could still make turns after injury - maintenance (skill maintained over time). Begin with actions learner can already do to ensure higher probability of success and reinforcement. Imani leaves seat (escape maintained). Teach alternative: request break. Commercials always 45 seconds, changing channel after 45 seconds results in show. That's fixed interval 45s schedule (time-based reinforcement). Jenna interviewed about ABA. Should accurately represent based on evidence, avoid overstating. Which component proves functional relationship? Replication (demonstrating effect again). Elena teaching complex piano piece. Break into manageable parts. Forward chaining (teach sections in sequence then link). Which verbal operant best measured by percent of occurrence? Echoics (each trial correct/incorrect). Manding and tacting can be rate. Percent of occurrence typical for discrete trials. Least appropriate for partial interval recording? Hand raising (low frequency, discrete) - partial interval overestimates low frequency? Actually partial interval good for continuous behaviors. Hand raising is discrete, better use frequency. Audience questions practicality in real-world settings - external validity. Javier sees colleague late. Best: approach privately to discuss impact and suggest solutions. Single-subject designs ensure changes attributable to intervention because individuals serve as their own controls. Best definition for function of behavior: reinforcer that they get for the behavior. Ivan notices decline. Ethically: analyze data, adjust intervention, communicate with parents. Kirk responds at 50% after errorless learning. Best explanation: prompts faded too quickly. Xavier interrupts class. Most observable and measurable goal: decrease frequency to max three instances per day for 3 days. Rudolph presses lever equally when light on/off. No stimulus control. Educational assistants inconsistently implement BIPs. Function-based strategy: targeted training with practical exercises and feedback. Change in facilities is an extraneous variable? Actually it could be confounding if it affects results. But the question: while running experiment, they could no longer use facility after first half. That is an extraneous variable that might confound. Answer C? Or D confounding? Typically extraneous variable that influences dependent variable is confounding. Since it changed between phases, it's a confounding variable. FA data: Attention 1.7, Escape 1.5, Ignore 1.3, Play 1.5. All similar, no clear function. Best conclusion: unable to determine? But options: Attention, Escape, Automatic, Both A&B. Since attention and escape are close to play (control) likely automatic? Ignore 1.3 similar. Typically if all conditions similar, automatic. But play is also 1.5. The ignore condition (alone) is 1.3 - if automatic, ignore should be high. Actually ignore is alone condition, should be high if automatic. Here it's lower than attention. So maybe attention? But difference small. Probably answer D Both A&B? Not clear. I'll choose C Automatic? Or D? Many exams: when all similar, automatic. But ignore is 1.3, attention 1.7, not huge. I'd say automatic. Let's see typical: if ignore (alone) is high, then automatic. Here ignore is 1.3, play 1.5, so not high. So maybe attention? I'll go with A Attention as highest. But safer: Cannot determine? Not an option. So A. Kevin setting goals for Priya. Align with competencies and identified needs. Lina used partial interval recording for attending. Is that appropriate? Attending is often measured by momentary time sampling or whole interval. Partial interval may overestimate. So she used an inaccurate measurement procedure? Or invalid? The goal was "attend to 80% or more of measured intervals using partial interval" - partial interval for attending is not typical; it might be valid but less precise. Many BCBAs say partial interval overestimates for high-rate behaviors. Attending is a duration behavior, better with whole interval. So she made a mistake. Option B: inaccurate measurement procedure. Mia displays new aggression. First: conduct functional assessment. Advantage of single-subject design: requires fewer participants to establish effectiveness. Carlos uses "more" sign for snacks, then for other reinforcers. That's response generalization (same response form applied to different stimuli? Actually stimulus generalization? He uses same response for different contexts - stimulus generalization. But the behavior extends to new stimuli (playtime, story) - that is stimulus generalization. Purpose of functional assessment for personnel performance: identify environmental variables influencing behavior. Involving families: train family members on specific intervention techniques. Primary consideration for research methodology: ability to accurately and ethically answer research question. Yani covers ears when radio plays, screams until radio stops. Radio is aversive stimulus that evokes behavior (MO+aversive). Option D: MO + aversive stimulus. Leah uses progressively challenging goals - changing criterion design. Best example of function-based definition: "Turning in an essay before the deadline to avoid losing points" - describes function (avoid losing points). Jaque sees decrease in outbursts but increase in off-task. Best: conduct assessment to determine if token economy is reinforcing off-task behaviors. Larissa feedback to RBT: provide immediate specific feedback in private, focusing on improvement and acknowledging strengths. Dr. Liu testing sensory/automatic reinforcement: condition where alone, interactions minimized - ignore condition (alone). Money functions as generalized conditioned reinforcer. Greta hears pseudoscientific treatment. First step: assess risk and become familiar before addressing team. Layla requests juice only with preferred caregiver. To generalize, conduct discrimination training so other caregivers are no longer S-deltas. Detective counts bullet holes - permanent product measurement. Sam overwhelmed by data collection system. Best: implement user-friendly system and provide training. Parents want restrictive intervention. Henry should discuss alternative, evidence-based, less restrictive interventions. Bonus: $50 for every 5 sales, only Friday to Sunday. That's fixed ratio schedule with limited hold (time limit). Option C. Family requests facilitated communication. Tamara should politely decline and explain lack of scientific validation. Theo's progress plateaued. Jasmine should conduct comprehensive review to identify new or remaining goals. High-intensity workout evoked drinking water - MO that evoked behavior. Kelly varies number of tokens required - parametric analysis. Tool to evaluate if supervisee implements protocol as prescribed: treatment integrity check. The tacting of items is the dependent variable. Rationale for most-to-least prompting: increase correct responding by providing maximum support then fading. Derek's initial step for Val: conduct functional behavior assessment. Trials to criterion measures: total trials for meeting a goal. Kendra providing constructive feedback: begin with positive, address areas needing improvement, end with encouragement. Jordan lacks expertise for Theo. Most appropriate: refer to another professional. Helen shoots gun (thrilling), then cost 50reduceshershootingtoonceamonth.Theconsequence(cost)decreasesbehavior−that ′ spunishment.Removalofmoney?Actuallyshespendsmoney,that ′ spositivepunishment(addingaversive).Butthescenario:"whenevershebuysammo,itcosts50" - the cost is added, so positive punishment. However the behavior is shooting? She now goes less often. Answer A? Wait: She started going every Sunday, then after cost, goes once a month. The consequence of shooting (spending money) punishes shooting. So positive punishment. Measurement from commercial going on to leaving lounger chair: latency. Eddie's RBT circles behavior, antecedent, consequence - ABC narrative recording (or continuous? It says "circles on a data sheet the behavior that occurs, what happened before, and after" - that is ABC continuous recording (each occurrence). Narrative recording is descriptive. Usually ABC continuous recording is for each instance. Option C. Zoe assesses which form of praise is more effective by measuring number of problems solved - concurrent operants reinforcer assessment. Henry presses button, mother removes toy and switches off (removing annoying sounds). That's negative reinforcement for mother? For Henry, button press results in removal of toy (loss of toy) - that's negative punishment. Answer D social negative punishment (since mother removes toy). Actually social negative punishment: removal of positive reinforcer. Yes. Hannah's first step with new RBT: arrange formal meeting to outline expectations, goals, feedback process. Jamie recording behavior description, circumstances, frequency - addressing description. Sam shows social withdrawal. Before determining need for services: observe in various settings. Measurement from commercial going on to show coming back on: duration (length of commercial break). Isabelle sees increased frequency but not quality. Prioritize: modify intervention to include goals for quality and diversity. Stimulus prompt: moving the correct card closer to learner (altering stimulus). Option B. Larry threw phone, it broke, never throws new phone. That's positive punishment (adding breaking). Marcus addressing late session notes: schedule meeting to discuss importance and collaborate on strategies. Beth uses assessment, data, evidence-based procedures - applied behavior analysis. Milly barks unpredictably about every hour, owner gives treats occasionally when it's been a while. That's variable interval schedule (time-based, unpredictable). Walda sees Ethan interacting with same peer. Modify intervention to reinforce interacting with new peers. Haley unfamiliar with documentation system: seek training and guidance. NOT a reason for supervision: ensuring billing quotas, prioritizing financial aspects. Which verbal operant best measured by rate? Manding (frequency over time). Echoics are discrete trials. SDPs (discriminative stimuli for punishment) are often also conditioned punishers? Or SDelta? Actually SDP signals availability of punishment. Often they are conditioned punishers. Prompt for early learner without generalized motor imitation: as intrusive as necessary to ensure correct response. Martha prioritizing behaviors: self-injurious behavior that causes medical risk. Dr. Azeel preparing presentation: ensure accessible and understandable to all attendees. Kayla asks "Do you even know what this is?" Mother replies "Grimace shake!" That's intraverbal (conversation). Also tact? It's labeling, but in response to question, so intraverbal. Option B (intraverbal) or D impure tact+intraverbal? The mother is answering a question, so intraverbal. Quinn asks parents about antecedents and consequences - indirect assessment. Whole class must meet criterion for extra recess - interdependent group contingency. June works 40 hours, gets paycheck. Controlling factor: rule (she follows the rule that working leads to pay). Sara evaluates non-behavioral intervention - guided by professional competence and integrity. Nick does small jumps, then hits larger ramp and sticks landing - stimulus generalization (similar stimulus). Rita orders pizza twice per month. Valid measurements: rate (per month) and interresponse time (time between orders). Options: A rate, B latency, C interresponse time, D A&C. So D. Kerry compares two procedures for efficiency. Best measurement: trials to criterion (how many trials to master). Treatment integrity 60%. Immediate response: analyze reasons for low integrity and intervene. Prioritize intervention: Jenny's aggressive behavior towards siblings (safety). Assessing Max: comprehensive assessment including strengths and deficits across domains. Dan buckles seatbelt to stop alarm (removes aversive sound). Social negative reinforcement (since Dan's behavior removes alarm for both? Actually it's social because the alarm is from car, but it's automatic? The alarm is not social, it's automatic. But the consequence is removal of aversive stimulus - negative reinforcement. However the behavior is socially mediated? No. Typically seatbelt alarm is automatic negative reinforcement. But option D social negative? The scenario: Paula yells, Dan buckles, alarm goes off. Dan continues. The reinforcer is removal of alarm. That's automatic negative reinforcement because the alarm is a non-social stimulus. But options: A automatic positive, B automatic negative, C social positive, D social negative. Prioritize goals for William: based on which is most critical? Usually social skills are important for peer interaction, but both. No clear right answer. The question says "should prioritize" - but typical BCBA: prioritize skills that are dangerous or have greatest impact. Neither is dangerous. Often we prioritize based on client's needs, but answer might be the one that is most fundamental. However given options: A academic, B social, C parent belief, D easiest. Best is to consider client's individual needs, but not listed. The question might expect B because social deficits can affect learning. Or A? I'd say B social skills. But let's think: The BCBA should prioritize behaviors that are most likely to lead to other improvements. Often social skills are crucial. I'll go with B. Nadia SIB during homework, prefers music. Best intervention: incorporate musical activities as breaks (differential reinforcement of alternative behavior). Sharon gives break from work contingent on behavior - escape condition. Saying "Can you get me icecream?" followed by icecream only when partner home and icecream in freezer. Having icecream but partner not home functions as SDelta (since no reinforcement). Children shown entire process then asked to perform from beginning with guidance - total task chaining. Graph? Not visible. Likely from trial-based FA. Might show escape function. I'll guess A Escape. Terry and Rachel late session notes: implement structured performance improvement plan. Gina notes momentary time sampling for aggression (spitting, kicking, punching). Aggression is discrete events, momentary time sampling is not appropriate. Should change, not valid. Perry whines, mother ignores, whines harder then plays video games. Likely function: activity ideas (since she couldn't think of something to do). Structured setting with trials in quick succession - discrete-trial teaching. Malia reinforces proximity, then parallel, then interactive play - shaping across topographies (different forms of social engagement). Which is not a behavior? Wearing glasses (not an action, it's a state). Same formal and functional stimulus class as bell? Any sound similar in pitch that elicits same response (generalization). But formal and functional: similar physical properties and same function. Option A: any sound similar in pitch. Coach gives verbal praise and high fives for successful free throws - social positive reinforcement. Laney compares two interventions (sensory integration and FCT). Best design: multielement design (alternating treatments). TJ uses green card for reinforce requests, red card for no reinforce, switches after tasks. That's chained schedule (different stimuli in sequence). Patty sees school using time-out, wants PBS. Best: offer to conduct workshop on PBS. Amir sees improvement but variability. Next: analyze causes and make data-driven adjustments. Eric disagrees with teacher's change. Best: explain data findings and collaborate on data-driven decisions. Which behavior most appropriately measured by rate alone? Studying (ongoing behavior - rate not best, duration better). Tantrumming (duration). Door Dash orders (discrete events, rate fine). TV watched (duration). So Door Dash orders. Emily workshop, parent questions. Best: acknowledge, provide evidence, offer to discuss later. Greg height last year (52") prevented riding rollercoaster (SDelta for riding). Sam taps pencil when difficult task, leads to pause. Function: escape from difficult task. 1. Why is it important to involve significant others and family in the generalization process? O A. ltis clearly stated in our ethics code that family must be included in the generalization process. O B. They have to tolerate the outcomes, so they should be involved so they can learn to be a supporter. O cC. Family are likely to support generalization through reinforcement and play a key part in maintenance of the skill. (O D. It ensures that the generalization process is quicker and requires fewer resources. 2. ABCBA is designing a study to evaluate the effectiveness of a new teaching method on improving reading fluency. They plan to Introduce the intervention for one student, then later introduce it for two other students later in the quarter. The BCBA will collect baseline data for the students before introducing the intervention and then compare progress in reading fluency across all students Which experimental design is the BCBA using? O A. Reversal design O B. Multiple-baseline design O C. Multielement design O D. Multiple probe design 3. Consequences change the likelihood of O A Motivating operations O B. Present behavior O C. Positive or negative reinforcement O D. Future behavior 4. Which of the following are derivative measurements in ABA? O A. Frequency and rate (O B. Duration and interresponse time (IRT) QO C. Latency and interresponse time (IRT) O D. Percentage and trials to criterion 5. Parents of Martin are concerned with how soft he speaks as they’ve witnessed his answers or initiations go unnoticed when in group settings with louder peers. Parents seek help from Martin's BCBA, Kate. Kate works on increasing the volume of Martin’s voice during group activities. Initially, Martin speaks very softly, almost whispering. Kate begins by reinforcing slightly louder vocalizations, and as Marcus progresses, only reinforces responses that are closer to an appropriate conversational volume. What dimension of behavior is being shaped in this example? O A. Topography O B. Magnitude O C. Latency O D. Duration 6. Carmen has an RBT, Sofia, who enjoys taking on extra responsibilities. Carmen assigns Sofia the task of completing insurance reports, providing a deadline and a checklist of the tasks needed to be completed on them. Carmen monitors Sofia’s performance, gives her praise for completing the task, and provides financial compensation. Sofia reports satisfaction with the arrangement and enjoys the additional responsibility. Was this an appropriate task to assign to Sofia? O A. Yes, as long as Carmen provided feedback and monitored Sofia’s performance. (O B. Yes, because supervisee satisfaction is a valid measure of supervision quality. (O C. No, because insurance reports require qualifications that Sofia is not trained for. (O D. No, because only a BCBA should complete insurance reports, regardless of the task’s complexity. 7. The horizontal axis is referred to asthe _____, and the vertical axis is referred toasthe O A y-axis + x-axis QO B. ordinate + abscissa O C. abscissa + ordinate QO D. x-axis + z-axis 8. Vanessa went out to dinner with friends at a hole-in-the-wall restaurant. Towards the end of dinner, she excused herself to use the restroom. As she opened the door, she was met with a horrendous smell that felt like it smacked her in the face. She immediately stepped back, closed the door, and returned to the table. She decided to suppress her need to use the bathroom until she noticed the "Employees Only" bathroom and hurried inside. Which of the following contingencies describes Vanessa walking out of the customer bathroom before actually using it? QO A. Positive punishment O B. Negative reinforcement O C. Negative punishment QO D. Positive reinforcement 9. What type of graph would be most effective at displaying a client’s total acquisition journey of learned sight words? QO A. Celeration chart QO B. Line graph O c. Cumulative record O D. Bar graph 10. Luis has been a BCBA for 10 years and takes pride in being an excellent supervisor. He has trained many RBTs and aspiring BCBAs, and he believes his supervision is effective because most of his trainees secure jobs in the field afterward. What is a reliable method Luis can use to objectively evaluate the quality of his supervision? O A. Luis has no ethical obligation to evaluate his supervision practices, as the success of his trainees speaks for itself. (O B. Rely on the employment rates of his supervisees as evidence of his supervision effectiveness. O C. Ask parents of clients how they feel about the supervisees he trains to gain indirect feedback. O D. Develop an anonymous survey for his supervisees to provide feedback on his supervision quality and areas for improvement. 11. Aneil is a BCBA is working with a young client who has had a history of scrolling and physical prompt dependency during visual discrimination and receptive discrimination procedures. During a match-to-sample procedure, Aneil places large, brightly colored arrow pointing to the correct stimulus. Over time, the BCBA gradually reduces the size and brightness of the arrow until the client can complete the task independently without it. What procedure is Aneil using to teach independent matching? O A. Response prompt fading O B. Stimulus prompt fading O c. Shaping O D. Stimulus shape transformation 12. You are utilizing a teaching strategy to teach match to sample that involves least-to-most prompting and an observing response of this sample stimulus, but the learner keeps matching incorrectly. What is the best course of action from these options? O A. Reset the trial and provide hand over hand prompting to match correctly. (O B. Reset the trial and have the child match the correct response, utilizing response blocking for errors. O C. Remove the materials and switch to a different program. O D. Change the prompting procedure to an errorless learning procedure. 13. Carter is conducting an intake meeting with the parents of a 5 year old autistic child. As part of the intake process, Carter explains how his company’s services are delivered, what they are expected to do, participation expectations, and other important factors regarding ABA therapy. As Carter is talking, parents seem receptive as they are continually nodding along. Before wrapping up, Carter makes sure they don’t have any questions and then begins to enroll their son into ABA. Did Carter get informed consent from all parties? (O A. Yes - they have capacity to decide, voluntary engaging, and have knowledge of services. O B. Yes - they have a clear understanding of services and seem ready. (O C. No - they need to sign off on their "consent for services" for it to be valid. (O D. No - the child was not present during the intake meeting. 14. Can you accidentally engage in fraudulent conduct? O A. Yes, if it is fraud, it's fraud. O B. No, it must be willful, intentional, & deceitful O C. Yes, the federal law states that fraudulent conduct is defined as behaving in a way that allows fraud to occur (O D. No, it is characterized by causing damage of about $50,000. 15. Which of the following is not a part of the Ethics Code for BCBAs? O A.2.02 Timeliness - Behavior analysts must complete tasks or responsibilities within a timely manner. (O B. 6.13 Using Email Signatures- Behavior analysts must identify themselves and their represented organization in their email signature for all email correspondence with clients, their families or stakeholders. (O C. 1.01 Truthful- Behavior analysts should always act with truthfulness and honesty QO D. 2.14 Selecting, Designing, and Implementing Behavior-Change Interventions - Behavior analysts should prioritize positive reinforcement strategies when developing behavior-change interventions 16. DRH stands for O A. Direct reinforcement of high rates O B. Differential reinforcement of high magnitude behavior @® C. Differential reinforcement of high rates O D. Direct reinforcement of high magnitude behavior 17. An example of CMO-T is increased reinforcing value of a phone charger when your phone is at 10% battery. Which of the following is also an example of CMO-T O A Feeling sick when you see your auntie since you dislike the musky perfume she wears, decreasing the value of your auntie. @ B. Ordering food when you are starving due to food being highly valuable. O C. The desperate need for your car keys when you are running late to get to work. O D. Seeing the grim reaper approach your door increasing the value of distance from him, knowing that you're dead if he finds you. 18. Sitara is conducting an observation for her client, Will, engaging in appropriate pretend play with his little sister, collecting data specifically on spontaneously initiating interactions, which typically last 3-15 seconds long. Sitara needs to maximize her time during this observation as she also needs to collect match-to-sample data and develop new targets for the program. Sitara is leaning towards collecting partial interval recording data on a 5-minute interval. Which of the following is NOT a fact that Sitara should consider in selecting partial interval recording for the target behavior? O A. Partial interval cannot be used to track behaviors targeted for increase. O B. Partial interval is better than whole interval recording for this behavior. O C. Partial interval recording may overestimate how much spontaneous initiations are occurring. O D. Whole interval recording is preferred for longer duration behaviors targeted for increase. 19. In Juanita's token economy protocol, it states that the tokens are paired with a variety of backup reinforcers. Whenever a token is delivered, the RBT is to deliver praise with the token to attempt to make praise a stronger reinforcer. Which of the following best describes the process of providing praise along with the tokens? QO A. Generalized conditioned reinforcers QO B. Higher order conditioning O C. Respondent conditioning O D. Conditional discrimination 20. During a supervision session, you are watching your client attempt to open their water bottle. Opening a water bottle has been a skill you'’ve been supporting as opportunities arise and you've seen it occur independently numerous times. They are attempting to grip and twist it as you have prompted them in the past but their hands keep slipping. Suddenly, their demeanor shifts and they throw the water bottle across the room hitting the wall. The therapist is able to retrieve the water bottle before it leaks everywhere and hands it to your client. Which of the following is the best assumption to make given this information? QO A. There s a skill deficit - opening water bottle. O B. There is a skill deficit - manding for help. O C. Throwing needs to be addressed immediately. O D. There is an anger issue that needs to be addressed immediately. 21. Jamar has an a 11-year-old client on his caseload who the RBT reported is starting to engage in fecal smearing at school an average of twice per school day over the past 2 days. Which of the following is the best step for Jamal to take first? O A. Set up a meeting with the client’s parents to begin the FBA process. O B. Isolate him at school in an effort to maintain his dignity. (O C. Conduct a trial-based functional analysis (FA). (O D. Encourage the parents to take him to his pediatrician or family doctor to rule out medical factors. 22. Which of the following statements is most true about a functional analysis (FA)? O A. FAs involve systematically manipulating the variables and environments thought to maintain the problem behavior though not all conditions need to be included. (O B. Best practice suggests that you should complete a functional analysis for every problem behavior engaged in by a specific individual. QO C. It's important to establish a working rapport with the client as you should not conduct a functional analysis until you are familiar with the client. (O D. Functional analyses are best done in a clinical setting, for better control over variables. 23. Who is considered the founder of behaviorism? O A. Cooper O B.Watson O cC. Skinner O D.JABA 24. Benny asks his mother Uma for a cookie repeatedly. She tells him that he can get a cookie after dinner, but Benny amps up the intensity of his request. Uma caves in and provides him a cookie, which stops him from requesting temporarily. In the future, Benny provides the higher intensity requests more immediately and Uma continues to cave in. What type of contingency occurred for these behaviors? O A. Benny: positive reinforcement, Uma: positive punishment QO B. Benny: positive punishment, Uma: negative reinforcement QO C. Benny: positive reinforcement, Uma: negative reinforcement O D. Benny: positive punishment, Uma: positive reinforcement 25. Marcus, a BCBA, presents a treatment plan during a team meeting. His clinical director suggests modifying the replacement behavior strategy and provides research to support the recommendation. Marcus feels unsure about the change but recognizes the importance of the director’s input. What should Marcus do in this situation? O A. Dismiss the feedback, as his plan already aligns with evidence-based practices. O B. Defend his original treatment plan to show confidence in his approach. (O C. Accept the feedback without asking for clarification or providing updates. O D. Listen actively, ask questions to clarify the feedback, and incorporate the suggestions. 26. What do verification and a functional analyses have in common? O A. In order for the hypothesized function to be confirmed in a functional analysis, the data must show verification. O B. Afunctional analysis determines the function and verification indicates that there is maintenance of that function over time. O C. Functional analyses and verification are both necessary when conducting withdrawal/reversal designs. O D. Verification and functional analysis both assess for correlation between variables. 27. Which of the following does a type 1 error refer to? QO A. False positive O B. False negative O C.Invalid data O D. Inaccurate data 28. The process of pairing a neutral stimulus with a unconditioned stimulus results in ? O A.cs O B.CR O C. Conditioned reinforcers O D. Generalized conditioned reinforcers 29. Are we ethically required to coordinate with those who are not relevant to or not applicable to ABA such as a music teacher for piano lessons or a client's physical therapist? O A. Yes, we are ethically required to coordinate service if is for the betterment of the client O B. No, it would be unethical due to being out of our scope of practice O C. We are not ethically bound to coordinate with other professionals but should as it's best practice and supportive to the client O D. We can engage with those outside of ABA on a case by case basis 30. How should your supervision goals be established for your supervisee? (O A.The BACB has a clear outline of the goals you should be targeting with staff. O B. You need some sort of measurement system for each goal. (O C. The supervisee should be writing these goals for themselves. (O D. These goals are laid out in the ethical code of compliance. 31. Which of the following rules is most likely to be effective in controlling behavior? O A. "Every time that you eat ice cream, you will get a little bit fatter" (O B. "Every time that you smoke a cigarette, you are inching your way towards lung cancer" (O C."If you speed on rural roads at night, you have a small chance of getting pulled over" (O D. "If you eat spoiled meat, you are probably going to get a nasty stomach ache" 32. Iza just enrolled in a graduate level PhD Applied Behavior Analysis program. He is in the lab, conducting experiments on various schedule manipulations on rats, recording the data from the experiment. What field of ABA is he engaging in? O A. Laboratory ABA O B. Applied behavior analysis O C. Professional practices guided by ABA O D. Experimental analysis of behavior 33. Which of the following below best describes the statement: A speaker can play the role of both the speaker and listener in verbal behavior. O A. Correct; A speaker can be both speaker and listener. O B. Incorrect; The speaker can only be one role. (O C. This is dependent upon the mode of communication such as sign language, verbal speech or picture exchange. QO D. Incorrect; The listener can only be one role. 34. Sujin works from home as a customer service manager where she is on calls most of the day. Her days are pretty lowkey except when she gets mail; her dog hates the mailman. Each time the mailman rings the bell, her dog barks which her customers hear. She’s tried to joke with the mailman about not ringing the bell and gave him some donuts with a clever note of ‘do-nut ring the bell’ and even got a customized doormat that says “Don’t Ring the Bell”. After a horrendous work call where her dog barked incessantly, Sujin had enough. The next day, she intercepts the mailman and yells at him for ringing the bell but horrified she realizes it's a new mailman. Sujin plans to apologize the next day and waits by the front door. As the new mailman approaches and sees Sujin through the window, he fearfully tosses her mail into the yard and runs away to the next house. What does the sight of Sujin act as in relation to the mailman's avoidance behavior? O A. Free operant avoidance O B.CMO-T O c.CMO-R O D.cMO-s 35. Which of the following does not describe concurrent schedules of reinforcement O A. The reinforcement schedules are randomly presented (O B. There are two or more contingencies of reinforcement (O C. The available contingencies do not affect the rate of other behaviors with active schedules O D. Include schedules for two or more behaviors 36. Javier is a newly certified BCBA who is supervising two aspiring BCBAs and three RBTs. He frequently cancels scheduled supervision meetings due to his busy schedule and provides feedback through text messages without observing their performance. Javier also assigns tasks to the supervisees that are outside their scope of training and expects them to figure it out independently. When supervisees request additional support, Javier often dismisses their concerns, stating that learning through mistakes is part of the process. Which of the following is the most inappropriate aspect of Javier’s supervision practices? O A. Cancelling supervision meetings due to a busy schedule. @® B. Assigning tasks outside the scope of the supervisees' training without providing adequate support. O C. Providing feedback via text messages instead of in-person or direct observation. O D. Encouraging supervisees to learn through mistakes as part of the supervision process. 37. Deandra is conducting a training for her staff on how to implement a DRO procedure. She provides them with a document that clearly outlines the protocol, offers examples of target behaviors, answers their questions, and observes them engaging in the skill with a client the next day. Deandra then provides written feedback on their performance after the sessions. What is one way she could improve her training? QO A. Give clear consequences for not complying with the DRO (O B. Model the skills or show a video demonstration (O C. Have the client present for everyone to practice on O D. Quiz the staff at the end of the week and provide a pretest 38. Which of the following is an example of conditional discrimination? O A. Astudent says "Dog!" when asked, "What animal says woof?" O B. Achild touches the red square from an array of colored shapes only when the teacher says, “Touch red." (O C. Aworker presses a green button when a machine shows a green light and avoids pressing it when the light is red. QO D. Atoddler picks up a toy car when it is the only toy on the table. 39. Maria frequently procrastinates on completing her work projects. She finds herself spending time cleaning her house instead of starting her assignments. From a radical behaviorism perspective, which explanation best describes her procrastination behavior? (O A. Maria cleans her house because she has perfectionist tendencies. O B. Maria's cleaning is most likely maintained by having a clean house in this situation. O C. Maria's cleaning is most likely maintained by avoiding the aversive task of starting her work projects. (O D. Maria procrastinates because she lacks the motivation to complete her assignments. 40. BCBAs must maintain all case files and supervision documents for how long, in accordance with the ethical code? O A.3years QO B.7years O C.1year QO D. 6 months 41. What is the primary benefit of probing for generalization of a skill? O A. It identifies whether the skill is being maintained over time. O B. It determines if the skill can occur across different people, settings, or stimuli. (O C. It ensures that the skill is mastered under controlled conditions. (O D. It demonstrates the effectiveness of the teaching procedure. 42. Anna is an almost 2 year old who joined her family in a big move to a new city and new home closer to her grandparents. She is surrounded by unfamiliar people, new activities and it’s not long before her parents begin to witness the effects of change. When her sister or cousin begins to play with toys that are near or being played by Anna, Anna is quick to grab quickly towards the toy, scream “mine!” and will bite if the toy is not relinquished quickly. Her grandmother laughs and giggles at the toddler’s crocodile chomps saying it's what “all toddler’s do” but the mother looks on with horror. Based on this scenario, what would be the best set of behaviors to target for increase? (O A. Mand for attention from her grandmother & mand for removal of family playing O B. Appropriate sharing of toys with others & mand for removal of family playing O C. Mand for removal of family playing & biting a chewy (O D. Mand for attention from her grandmother & appropriate sharing of toys 43. Lacey is supervising an RBT that informs her that the client has been chewing rubber tires off of their toy cars. She asked the RBT to begin to collect ABC data on the occurrences of this behavior. She goes on to say that said she also observed him throwing the cars and pushing the cars into the toilet. What behavior(s) should the RBT record in the "B" column of the ABC data? (O A. Chewing the rubber tires off the cars. O B. Chewing the rubber tires off the cars and throwing the cars (i.e. dangerous behaviors). (O C. Chewing the rubber tires off the cars, throwing the cars, and pushing the cars into the toilet. QO D. The therapist's behavior, whether it is taking the car or blocking the behaviors. 44. Which of the following statements is not a factual statement that can be derived from this graph? Functional Analysis . 2 g a 175 g 15 ~@-Attention £ aliqon —e—~Alone %E 8 ) == Demand 0z ——Control =075 £ 2 05 - R[} 0 5 10 15 Sessions (O A. The initial condition sequence was attention, alone, demand followed by a control condition. (O B. Engagement in delusional statement making is most likely maintained by attention. (O C. More variability is needed in the alone and control categories to make a determination of the function (O D. A function based intervention can be developed based on these results. 45. Are BCBAs legally required to report suspected child abuse? O A Yes O B. Depends on state and local law O C. Only with concrete evidence of who did it O D. Only with physical evidence of abuse 46. In terms of data collection and measurement, reliability refers to: (O A. The extent to which repeated measurement of the same event yields the same value. (O B. The researcher or practitioner measuring the actual behavior and not just evidence of the behavior. (O C. The extent to which the observed value matches the true value of the event. (O D. When the data captures a relevant dimension of the behavior to be analyzed and/or changed. 47. Jae, a BCBA, supervises a team working with a diverse group of clients. During a staff meeting, Jae notices that some intervention plans lack consideration for the families' cultural backgrounds. She decides to address the issue with her team. What approach should Jae take to address this concern? O A. Conduct a training session focused on the agency’s standard protocols and procedures without discussing cultural factors. QO B. Incorporate discussions of cultural responsiveness into ongoing team supervision and model how to include cultural factors in intervention plans. (O C. Review the current plans herself and make changes based on her own understanding of the families’ cultures. (O D. Emphasize adherence to evidence-based practices, instructing staff to avoid adapting interventions to cultural preferences as long as the research supports it. 48. What is the key difference between the abolishing operation and the abative effect? O A. Abative effect is the decrease in the likelihood of a behavior, whereas the abolishing operation is the decrease in the reinforcer effectiveness. (O B. Abative effect is the increase in value of the reinforcer or punisher, whereas the abolishing operation is the decrease in the reinforcer effectiveness. O C. Abative effect is the decrease in value of a reinforcer or punisher, whereas the abolishing operation is the decrease in the likelihood of a behavior. (O D. Abative effect is the increase in the likelihood of the behavior, whereas the abolishing operation is decrease in the value of the reinforcer or aversive stimulus. 49. Sofia, a BCBA, works with Jake, a client with aggressive behavior. During a meeting, Jake’s mother expresses concerns about the impact of the intervention on Jake's self-esteem. What should Sofia do in this situation? O A. Implement all the mother’s suggestions to maintain a positive professional relationship with her. (O B. Reassure the mother that the intervention is evidence-based so does not need to be changed. QO C. Actively listen to the mother’s concerns, invite her input, and collaboratively adjust the plan. O D. Continue with the current plan and review progress at the next scheduled meeting. 50. A new BCBA is designing an intervention to improve a client's classroom behavior. Instead of targeting classroom behaviors directly, the BCBA measures the frequency of negative behaviors during recess and provides preferred reinforcers for appropriate behavior at recess. Although this has led to a decrease in negative behaviors during class, which of the 7 dimensions of ABA is the BCBA failing to address? O A. Effective O B. Behavioral QO C. Applied O D. Empowering 51. You are implementing a token economy system to reduce off-task behavior and increase engagement of a 10-year-old client during homework sessions. After three weeks, you review the data and notice that off-task behavior has decreased on average about 50%, but is still occurring at rates higher than the initial goal. Which of the following would be the most appropriate data-based decision to make regarding the intervention? O A. Modify the reinforcement schedule to provide tokens more frequently to increase the intervention's effectiveness. O B. Continue with the current token economy system for another three weeks without any changes. O C. Discontinue the token economy and try a new intervention, as the current one has not achieved enough success. O . Interpret the data as successful and conclude that no further action is needed. 52. You have a 3-year old on your caseload who loves Bluey. Since your client has match-to-sample and tacting of pictures within their approved treatment plan, you create materials based on Bluey characters or recognizable ‘Bluey’ items. However, your creativity was not appreciated by the client’s mom. She states that her child is already obsessed with TV and it seems like a waste to spend so much time teaching Bluey characters when they should be learning colors, shapes and numbers. Which of the following is the best way to respond ethically? O A. Meet with the mom and tell her you will change it promptly as the targets don't really matter. O B. Meet with the mom and tell her you will remove the program entirely out of respect. O C. Meet with the mom and explain that she signed off on the treatment plan and cannot change the program mid-authorization. (O D. Meet with the mom and tell her that the child’s interests were incorporated into the programming to increase attending and motivation. 58. Which of the following is not a reason to opt for most-to-least prompting? O A. It reduces the likelihood of error during the acquisition phase. @® B. It ensures the learner is mostly independent from the beginning. O C. It allows for gradual fading of prompts to foster independence. O D. It provides immediate support to promote correct responses. 54. Whole interval recording typically results in a(n). of the behavior. O A. overestimation O B. underestimation O C. overestimated frequency O D. underestimated frequency 55. Which of the following is NOT one of the core principles underlying the ethics codes for BACB certificants? O A. Benefit others. O B. Benefit the company you work for. QO C. Treat others with compassion, dignity, and respect. (O D. Behave with integrity 56. What is the unscored interval IOA for these data? Interval TX BCBA 1 2 0 2 2 2 3 3 3 4 1 1 5 0 0 6 0 i 7 0 al 8 1 1 9 1 0 10 2 2, O A.20% O B.50% O c.60% O D.80% 57. How is affirmation of the consequent a flawed logic in ABA? O A. In amentalistic view, consequences are not required or analyzed O B. Under the logic, data does not need a stable baseline (O C. Behavior change could be a result of a variety of variables other than the independent variable O D. Praising a child does not always result in an increase in behavior 58. Naomi, a BCBA, begins working with Ahmed, a client whose family practices Islam. Ahmed’s parents express concerns about his tantrums during Friday prayers at the mosque and seek support in managing the behavior. Naomi wants to ensure her approach is culturally sensitive and effective. What actions should Naomi take in this situation? O A. Develop a behavior plan based solely on her clinical experience, disregarding cultural factors. QO B. Collaborate with the family to understand their religious practices and involve them in designing the intervention. QO C. Focus on teaching Ahmed alternative behaviors using similar interventions as she would in a school setting. (O D. Recommend that the family avoids prayer time until the tantrums stop. 59. A toy cat, tiger, rat, and lion are all laid out in front of the child to train naming of each of them. Which of the following stimulus properties is required to be differentiated for proper naming? O A.Formal QO B. Temporal O C. Functional O D. Prompting 60. You are working with a local doctor's office to establish a professional working relationship and to spread the word of your ABA company that is down the road. To incentivize them giving you client referrals, you were able to get the doctor's office a discount in the newspaper advertising since your brother-in-law works as an advertiser. Which of the following ethical violations are occurring in this scenario? O A. Conflict of interest QO B. Involving Clients and Stakeholders QO C.Referrals O D. Accepting Clients 61. Areflexis a O A. Stimulus-response relation O B. Stimulus-stimulus relation O C. Stimulus-response-stimulus relation O D. stimulus 62. Sophie, a 12-year-old student, has been engaging in off-task behavior during independent reading time, such as walking around the classroom. To address this, the teacher implements a reinforcement procedure where Sophie earns a sticker for every 10 pages she reads while seated. Within a few days, the teacher notices that Sophie begins rushing through her reading, skipping pages to earn the stickers more quickly. What is the best way to mitigate this unwanted effect of the reinforcement procedure? O A Increase the page requirement to 15 pages to discourage rushing. QO B. Pair the reinforcement with monitoring for quality, only providing stickers if Sophie reads thoroughly. O C. Remove the reinforcement procedure and rely on teacher reminders to keep Sophie on-task. (O D. Change the reinforcement to a punishment procedure for walking around and if Sophie skips pages. 63. Which of the following is not an elementary verbal operant? O A. Echoic O B.Mand O C.Tact O D. Receptive 64. Which of the following is true about alternating treatment designs? O A. Alternating treatment designs and multi-element designs are synonymous. (O B. Alternating treatment design is best used when the data are stable and intervention can be prolonged. (O C. Alternating treatment designs and multiple treatment designs are synonymous. (O D. Alternating treatment design cannot have a baseline. 65. A child that you are working with asks to play with the tablet nonstop all day long. The frequency of these requests is being tracked. The behavior averages around 71 times per 2 hour session. Which differential reinforcement procedure would be the best option for decreasing the asking behavior? O A.DRH O B.DRO O C.DRA O D.DRL 66. Harriet is a new BCBA who just completed an intake with a new family. During the meeting, the parents explained their conc