ABA 603 Final EXAM 2025 | ALL CURRENT EXAM VERSIONS 2025 | ACCURATE REAL EXAM QUESTIONS AND ANSWERS | ACCURATE AND VERIFIED FOR GUARANTEED PASS | GRADED A

1. Skinner defined self-control as a two-response phenomenon involving: A. Only reinforcement and punishment B. Behavior and consequence C. A controlling response and a controlled response D. Positive and negative reinforcement Rationale: Skinner proposed that self-control involves two responses—one that controls the other (e.g., setting a rule to influence later behavior). 2. Self-management is best defined as: A. Supervision by a therapist B. Controlling others’ behavior C. Personal application of behavior change tactics that produces a desired change in behavior D. Avoidance of reinforcement Rationale: Self-management means using techniques oneself to change behavior. 3. Self-management can help individuals to: A. Break bad habits B. Accomplish difficult tasks C. Achieve personal goals D. All of the above Rationale: Self-management supports various outcomes, including efficiency, habit change, and goal achievement. 4. Advantages of self-management include: A. Complexity and high cost B. Promoting generalization and maintenance; small skills can control many behaviors C. Dependence on others D. Reliance on punishment Rationale: Self-management enhances independence and the generalization of skills. 5. Which of the following are antecedent-based self-management tactics? A. Reinforcement schedules B. Self-evaluation C. Providing response prompts D. Extinction Rationale: Antecedent strategies alter the environment before behavior occurs (e.g., prompts). 6. The procedure where a person observes and records their own behavior is called: A. Self-reinforcement B. Self-monitoring C. Self-evaluation D. Self-punishment Rationale: Self-monitoring involves tracking one’s own behavior. 7. To make self-monitoring effective, one should: A. Monitor everything B. Guess the behavior frequency C. Self-monitor the most important dimension of the behavior D. Ignore data trends Rationale: Monitoring the most relevant aspect of behavior improves results. 8. Self-administered consequences that increase behavior include: A. Negative reinforcement only B. Self-management analogs of positive reinforcement and negative punishment C. Time-out D. Token economies Rationale: Positive reinforcement increases behavior; negative punishment can shape future responses. 9. Recommendations for self-administered consequences include: A. Use large and complex consequences B. All of the above C. Keep it simple D. Use easy-to-meet criteria Rationale: Effective consequences are small, easy to deliver, and tied to meaningful but achievable behavior. 10. Self-generated verbal responses that act as prompts are called: A. Self-punishment B. Self-monitoring C. Self-instruction D. Self-recording Rationale: Self-instructions guide behavior through internal or external verbal prompts. 11. Performing an undesired behavior repeatedly to reduce its frequency is called: A. Response generalization B. Massed practice C. Extinction D. Negative reinforcement Rationale: Massed practice reduces undesired behavior through repetition without reinforcement. 12. T/F: A desired change in the target behavior must occur for self-management to be demonstrated. True Rationale: Without behavior change, self-management hasn't occurred. 13. T/F: The terms self-control and self-management are synonymous. False Rationale: They are related but not identical—self-control is a subset of selfmanagement. 14. T/F: Antecedent-based self-management tactics manipulate stimuli before the behavior. True Rationale: These tactics change environmental triggers before behavior occurs. 15. T/F: Manipulating motivating operations can increase or decrease the frequency of target behavior. True Rationale: Changing motivation alters how likely a behavior is to occur. 16. T/F: Self-monitoring was originally conceived as a method of instructional assessment. False Rationale: It began as a behavioral strategy, not an assessment tool. 17. T/F: Self-evaluation involves comparing your performance to others. False Rationale: It compares one’s performance to personal goals or standards. 18. Emitting target behavior in a different setting is called: A. Response generalization B. Setting/situation generalization C. Stimulus fading D. General case analysis Rationale: This refers to behavior transfer across settings. 19. Continuation of target behavior after intervention ends is called: A. Stimulus generalization B. Response maintenance C. Behavioral momentum D. Overcorrection Rationale: Response maintenance refers to ongoing behavior without continued intervention. 20. Emitting untrained but equivalent responses is called: A. Response shaping B. Response generalization C. Task analysis D. Prompt fading Rationale: The learner applies the concept to new, similar responses. 21. When a behavior shifts under new contingencies, it's called: A. Stimulus fading B. Contingency adduction C. Shaping D. Satiation Rationale: A previously learned behavior is adapted under new conditions. 22. To promote generalized behavior change, teach: A. Just one stimulus B. All of the above C. Sufficient stimulus and response examples D. Through general case analysis Rationale: Teaching varied examples increases generalization. 23. Making instructional and generalization settings similar involves: A. Using strict prompts only B. Using reinforcement only C. Teaching loosely and programming common stimuli D. Limiting teaching conditions Rationale: Similarity helps bridge learning across settings. 24. General rule for stimulus examples is: A. Use just one stimulus B. The more examples, the more likely correct generalization C. Avoid variability D. Use only preferred stimuli Rationale: Broad exposure promotes better generalization. 25. The success of delayed rewards depends on: A. The delay duration only B. The indiscriminability of the contingency and learner's understanding C. Random timing D. External motivators Rationale: The learner must understand and trust the link between behavior and reward. 26. Generalization across subjects is also known as: A. Stimulus generalization B. All of the above (vicarious reinforcement, ripple effect, spillover) C. Response maintenance D. Behavioral momentum Rationale: All listed terms refer to behavior spreading to others. 27. John was taught to say "Hello" but says "Hellp." This is: A. Stimulus generalization B. Response generalization C. Response maintenance D. Faulty prompting Rationale: He’s producing a similar, untrained response.