ABAT EXAMS 2026 TEST TIPS QUESTIONS AND
ANSWERS SURE A+
✔✔4 types of Experimental Design - AB Design: - ✔✔simplest type of experimental
design, used to track skill acquisition & challenging behavior data, baseline condition is
A, intervention condition is B (thus AB), data from baseline is compared to intervention
data to show intervention was cause of change BUT DOES NOT SHOW
EXPERIMENTAL CONTROL BECAUSE CHANGE WAS ONLY SEEN ONCE
✔✔4 types of Experimental Design - Reversal Design - ✔✔AB AB design, baseline and
intervention condition are repeated (thus AB AB), has stronger level of experimental
control than AB design bc change was seen multiple times, shows when intervention is
removed or baseline is introduced, responding returns to original level, can show that
behavior changes predictably and reliably occurs w/ switching of conditions
✔✔4 types of Experimental Design - Do not use the Reversal Design when: -
✔✔intervention results in student learning new skill that can't be unlearned or behavior
being tracked is severe challenging behavior that could cause injury to student/others
✔✔4 types of Experimental Design - Multiple Baseline Design - ✔✔the IV is
implemented across 3+ students, staff members, responses, environments in AB
design, experimental control is demonstrated by showing that across diff children, the
, same intervention/iv will have the same effect on the response, the increase in
response only occurs when intervention is put into place
✔✔4 types of Experimental Design - Alternating Treatment Design - ✔✔multiple
interventions are introduced repeatedly in an alternating pattern, allows comparison of
multiple treatments to see which is most effective, experimental control comes from
consistent contrast between different interventions and the effect that have on target
behavior
✔✔Confounding Variables - ✔✔factors unrelated to IV that are uncontrollable and likely
impact target behavior, data will usually show if a confounding variable is contributing to
observations, we should try to control confounding variables if possible
✔✔Skill Acquisition Program - ✔✔written description of target skill and related teaching
procedures, a program is written for each skill client is working on, purpose is to
individualize teaching procedures for each client and to create consistency in
implementation procedure across therapists
✔✔Components of Skill Acquisition Program: Target Skill - ✔✔refers to specific skill
being taught/will be taught, a name or brief description of skill you want child to acquire
✔✔Components of Skill Acquisition Program: Operational Definition - ✔✔a description
of target skill, describes exactly what you want client to be able to do after teaching is
complete, the teaching goal, must be objective & measureable
✔✔Components of Skill Acquisition Program: Teaching Steps - ✔✔refer to individual
components of target skill, incremental steps that lead to acquisition of target skill,
teaching steps must teach socially significant skills (identified by skills assessment,
needs of family, experienced pros)
✔✔Components of Skill Acquisition Program: Teaching Procedures - ✔✔provides
detailed instructions on materials and setup, location, instructions/directions, prompting
and reinforcement procedures
✔✔Components of Skill Acquisition Program: Generalization & Maintenance
Procedures - ✔✔Specifies strategies and testing methods to promote generalization
and maintenance of skill over time, can be presented within teaching steps section
✔✔Components of Skill Acquisition Program: Data Collection Procedures - ✔✔includes
data collection method used to record data for target skill and how often data is
collected, method of data collected depends on type of skill being taught/how its being
taught and how often data is collected depends on employer/skill being taught
✔✔Components of Skill Acquisition Program: Mastery Criteria - ✔✔Specific level at
which target skill/step has to be shown before it is considered learned, next step can
ANSWERS SURE A+
✔✔4 types of Experimental Design - AB Design: - ✔✔simplest type of experimental
design, used to track skill acquisition & challenging behavior data, baseline condition is
A, intervention condition is B (thus AB), data from baseline is compared to intervention
data to show intervention was cause of change BUT DOES NOT SHOW
EXPERIMENTAL CONTROL BECAUSE CHANGE WAS ONLY SEEN ONCE
✔✔4 types of Experimental Design - Reversal Design - ✔✔AB AB design, baseline and
intervention condition are repeated (thus AB AB), has stronger level of experimental
control than AB design bc change was seen multiple times, shows when intervention is
removed or baseline is introduced, responding returns to original level, can show that
behavior changes predictably and reliably occurs w/ switching of conditions
✔✔4 types of Experimental Design - Do not use the Reversal Design when: -
✔✔intervention results in student learning new skill that can't be unlearned or behavior
being tracked is severe challenging behavior that could cause injury to student/others
✔✔4 types of Experimental Design - Multiple Baseline Design - ✔✔the IV is
implemented across 3+ students, staff members, responses, environments in AB
design, experimental control is demonstrated by showing that across diff children, the
, same intervention/iv will have the same effect on the response, the increase in
response only occurs when intervention is put into place
✔✔4 types of Experimental Design - Alternating Treatment Design - ✔✔multiple
interventions are introduced repeatedly in an alternating pattern, allows comparison of
multiple treatments to see which is most effective, experimental control comes from
consistent contrast between different interventions and the effect that have on target
behavior
✔✔Confounding Variables - ✔✔factors unrelated to IV that are uncontrollable and likely
impact target behavior, data will usually show if a confounding variable is contributing to
observations, we should try to control confounding variables if possible
✔✔Skill Acquisition Program - ✔✔written description of target skill and related teaching
procedures, a program is written for each skill client is working on, purpose is to
individualize teaching procedures for each client and to create consistency in
implementation procedure across therapists
✔✔Components of Skill Acquisition Program: Target Skill - ✔✔refers to specific skill
being taught/will be taught, a name or brief description of skill you want child to acquire
✔✔Components of Skill Acquisition Program: Operational Definition - ✔✔a description
of target skill, describes exactly what you want client to be able to do after teaching is
complete, the teaching goal, must be objective & measureable
✔✔Components of Skill Acquisition Program: Teaching Steps - ✔✔refer to individual
components of target skill, incremental steps that lead to acquisition of target skill,
teaching steps must teach socially significant skills (identified by skills assessment,
needs of family, experienced pros)
✔✔Components of Skill Acquisition Program: Teaching Procedures - ✔✔provides
detailed instructions on materials and setup, location, instructions/directions, prompting
and reinforcement procedures
✔✔Components of Skill Acquisition Program: Generalization & Maintenance
Procedures - ✔✔Specifies strategies and testing methods to promote generalization
and maintenance of skill over time, can be presented within teaching steps section
✔✔Components of Skill Acquisition Program: Data Collection Procedures - ✔✔includes
data collection method used to record data for target skill and how often data is
collected, method of data collected depends on type of skill being taught/how its being
taught and how often data is collected depends on employer/skill being taught
✔✔Components of Skill Acquisition Program: Mastery Criteria - ✔✔Specific level at
which target skill/step has to be shown before it is considered learned, next step can
