ABA 603 Final part 1 ALL VERSIONS 2025 |
LATEST AND ACCURATE REAL EXAM
QUESTIONS WITH DETAILED ANSWERS |
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1. What is point-to-point correspondence?
A. When verbal responses are completely unrelated to the stimulus
B. When the response matches the tone and pitch of the verbal stimulus
C. When the response matches the beginning, middle, and end of the verbal
stimulus ✅
D. When the response imitates the body language of the speaker
Correct Answer: C
Rationale: Point-to-point correspondence exists when the emitted response aligns
with the verbal stimulus in sequence—beginning, middle, and end—indicating an
accurate match.
2. What does intraverbal training involve?
A. Bringing behavior under control of nonverbal stimuli
B. Teaching someone to echo verbal statements
C. Teaching verbal responses to verbal discriminative stimuli ✅
D. Providing reinforcement after every response
Correct Answer: C
Rationale: Intraverbal training teaches individuals to respond appropriately to
verbal cues (e.g., "Hello" → "Hello"), focusing on verbal Sds and functionally
appropriate responses.
,3. True/False: Public accompaniment occurs when two public stimuli occur
together.
Answer: False ✅
Rationale: Public accompaniment involves a public stimulus that occurs with a
private event (not just two public stimuli), allowing inferences about private
events through observable behaviors.
4. The formal properties of language involve the:
A. Unseen forces of verbal language
B. Functions of vocalizing
C. Cause of the verbal response
D. Topography of the verbal response ✅
E. Language properties are not formal
Correct Answer: D
Rationale: Formal properties refer to observable structural aspects of language—
topography, such as volume, pitch, and word arrangement—rather than function
or cause.
5. True/False: The processes of using “public accompaniment” and “collateral
responses” in tacting private events are two terms describing the same process.
Answer: False ✅
Rationale: These are distinct strategies: public accompaniment uses observable
events occurring with private ones; collateral responses use the learner’s behavior
(e.g., clutching stomach) as a cue to infer a private event.
6. Problems with scapegoating in group contingencies can be avoided if:
A. Delivering reinforcers, even if they weren’t earned
B. The behavior analyst sets the criteria low
,C. Making the contingency elements random ✅
D. All of the options are correct
Correct Answer: C
Rationale: Randomization prevents targeting of a single individual, helping avoid
blame and scapegoating within a group.
7. Which of the following is one of the first steps in designing a token economy
(Cooper et al.)?
A. Reinforce token saving
B. Identify the best punishment method
C. Select the tokens to be used ✅
D. Track daily earnings automatically
Correct Answer: C
Rationale: Step one involves selecting tangible, desirable items that will function
as generalized reinforcers—i.e., the tokens.
8. True/False: Contingency contracts should be stored in a visible place.
Answer: True ✅
Rationale: Visibility supports rule-governed behavior by reminding participants of
the terms and increasing accountability.
9. True/False: A contract you write with yourself is not a valid form of
contingency contracting.
Answer: False ✅
Rationale: Self-management strategies often include writing self-contracts, which
are valid and effective when designed with clear contingencies and reinforcers.
10. Which is a step in Dardig & Heward’s (1981) 5-step process for developing
contingency contracts?
, A. Develop a group punishment plan
B. Punish inappropriate behaviors
C. Hold a group meeting to agree on the contract ✅
D. Let teachers draft the contract alone
Correct Answer: C
Rationale: The initial step is a collaborative meeting with all parties to agree on
how the contract will be developed and implemented.
11. The success of contingency contracts is probably due to:
A. Positive reinforcement
B. Rule-governed behavior
C. Response prompting
D. All of these are things that factor into the success of contingency contracts ✅
Correct Answer: D
Rationale: Each element—rules, reinforcement, and prompts—plays a role in
increasing adherence and effectiveness of behavioral contracts.
12. When evaluating a group contingency, one must:
A. Be mindful of potential scapegoating
B. Observe both individual and group performance
C. Be mindful of potential saboteurs
D. All of the options are correct ✅
Correct Answer: D
Rationale: Effective group contingency management requires awareness of group
dynamics and tracking both collective and individual performance to ensure
fairness.
13. Which best describes the dependent group contingency procedure
conducted by Gresham (1983)?
LATEST AND ACCURATE REAL EXAM
QUESTIONS WITH DETAILED ANSWERS |
VERIFIED FOR GUARANTEED PASS | LATEST
UPDATE
1. What is point-to-point correspondence?
A. When verbal responses are completely unrelated to the stimulus
B. When the response matches the tone and pitch of the verbal stimulus
C. When the response matches the beginning, middle, and end of the verbal
stimulus ✅
D. When the response imitates the body language of the speaker
Correct Answer: C
Rationale: Point-to-point correspondence exists when the emitted response aligns
with the verbal stimulus in sequence—beginning, middle, and end—indicating an
accurate match.
2. What does intraverbal training involve?
A. Bringing behavior under control of nonverbal stimuli
B. Teaching someone to echo verbal statements
C. Teaching verbal responses to verbal discriminative stimuli ✅
D. Providing reinforcement after every response
Correct Answer: C
Rationale: Intraverbal training teaches individuals to respond appropriately to
verbal cues (e.g., "Hello" → "Hello"), focusing on verbal Sds and functionally
appropriate responses.
,3. True/False: Public accompaniment occurs when two public stimuli occur
together.
Answer: False ✅
Rationale: Public accompaniment involves a public stimulus that occurs with a
private event (not just two public stimuli), allowing inferences about private
events through observable behaviors.
4. The formal properties of language involve the:
A. Unseen forces of verbal language
B. Functions of vocalizing
C. Cause of the verbal response
D. Topography of the verbal response ✅
E. Language properties are not formal
Correct Answer: D
Rationale: Formal properties refer to observable structural aspects of language—
topography, such as volume, pitch, and word arrangement—rather than function
or cause.
5. True/False: The processes of using “public accompaniment” and “collateral
responses” in tacting private events are two terms describing the same process.
Answer: False ✅
Rationale: These are distinct strategies: public accompaniment uses observable
events occurring with private ones; collateral responses use the learner’s behavior
(e.g., clutching stomach) as a cue to infer a private event.
6. Problems with scapegoating in group contingencies can be avoided if:
A. Delivering reinforcers, even if they weren’t earned
B. The behavior analyst sets the criteria low
,C. Making the contingency elements random ✅
D. All of the options are correct
Correct Answer: C
Rationale: Randomization prevents targeting of a single individual, helping avoid
blame and scapegoating within a group.
7. Which of the following is one of the first steps in designing a token economy
(Cooper et al.)?
A. Reinforce token saving
B. Identify the best punishment method
C. Select the tokens to be used ✅
D. Track daily earnings automatically
Correct Answer: C
Rationale: Step one involves selecting tangible, desirable items that will function
as generalized reinforcers—i.e., the tokens.
8. True/False: Contingency contracts should be stored in a visible place.
Answer: True ✅
Rationale: Visibility supports rule-governed behavior by reminding participants of
the terms and increasing accountability.
9. True/False: A contract you write with yourself is not a valid form of
contingency contracting.
Answer: False ✅
Rationale: Self-management strategies often include writing self-contracts, which
are valid and effective when designed with clear contingencies and reinforcers.
10. Which is a step in Dardig & Heward’s (1981) 5-step process for developing
contingency contracts?
, A. Develop a group punishment plan
B. Punish inappropriate behaviors
C. Hold a group meeting to agree on the contract ✅
D. Let teachers draft the contract alone
Correct Answer: C
Rationale: The initial step is a collaborative meeting with all parties to agree on
how the contract will be developed and implemented.
11. The success of contingency contracts is probably due to:
A. Positive reinforcement
B. Rule-governed behavior
C. Response prompting
D. All of these are things that factor into the success of contingency contracts ✅
Correct Answer: D
Rationale: Each element—rules, reinforcement, and prompts—plays a role in
increasing adherence and effectiveness of behavioral contracts.
12. When evaluating a group contingency, one must:
A. Be mindful of potential scapegoating
B. Observe both individual and group performance
C. Be mindful of potential saboteurs
D. All of the options are correct ✅
Correct Answer: D
Rationale: Effective group contingency management requires awareness of group
dynamics and tracking both collective and individual performance to ensure
fairness.
13. Which best describes the dependent group contingency procedure
conducted by Gresham (1983)?
