Free BCBA braindumps download (BCBA exam dumps Free Updated Apr 23, 2022) [Q11-Q29]

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Free BCBA braindumps download (BCBA exam dumps Free Updated Apr 23, 2022)

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Q11. To address hitting others, two procedures were compareD. differential reinforcement of incompatible behavior and time-out. The outcomes were examined within and across subjects. A withdrawal design was employed.
The BEST response measure to use in this study is frequency oF.

the incompatible behavior.

being sent to time-out.

hitting others.

reinforcer delivery.

Q12. This graph BEST exemplifies:

clear demonstration of an effective intervention.

a decrease in variability due to the intervention.

a change in the level between baseline and intervention phases.

a change in the trend between baseline and intervention phases.

Q13. A teacher is tracking the performance of both math and spelling assignments for each of her 25 students. For feedback purposes, she wishes to display each student’s percent correct for both areas using a line graph.
What would be the MOST effective and efficient way to accomplish this?

Prepare a large graph for spelling and a similar one for math and place on the graphs the average data for the entire class in the two content areas.

Prepare a separate graph for each student and, using a unique symbol for each content area, record the data and connect the similar symbols to create data path lines.

Prepare a single large graph and display each student’s data for the spelling and math areas using unique symbols for each student and for each content area.

Prepare two graphs for each student, one for spelling and one for math, because there is no appropriate method for reporting these two content areas together on the same graph.

Q14. Although tests have confirmed that Matthew is not deaf, his mother is worried because Matthew is very slow to respond when she calls to him. Frequently, she has to resort to touching him before he looks at her. Which of the following would be the MOST appropriate for measuring Matthew looking when called?

latency

frequency

inter-response time

duration

Q15. A teacher gives a student a piece of paper and asks him to draw a picture. To request a crayon, the student looks at the teacher and says, “Crayon.” In response to this, the teacher replies, “Say, ‘Crayon please’.” The student complies with the request and the teacher gives them a crayon. This exchange is an example of.

coincidental teaching.

incidental teaching.

precision teaching.

vicarious teaching.

Q16. The behavior analyst reviews Sandra’s data and concludes that her behavior is spontaneous; that is, it occurs randomly, and not as a result of any other event(s).
Which of the assumptions underlying behavior analysis has been violated in this interpretation?

determinism

empiricism

philosophic doubt

parsimony

Q17. When using an alternating treatments design it is important to randomly:

assign participants to treatment conditions.

select participants from the population of interest.

order treatment conditions presented during each phase.

change each criterion level.

Q18. When an observer notes everything the client does or says as well as events before and after the episode of behavior, he or she is using:

Duration recording

Permanent product recording

ABC recording

Time sampling

Q19. A client with a history of escape maintained problem behavior begins to throw the puzzle pieces a few
minutes after starting to work on the task. What is the BEST programmatic change for the behavior analyst
to make?

Remove the puzzle and implement a time-out procedure.

Teach the client to request escape using an adaptive behavior.

Implement an overcorrection procedure to reduce puzzle piece throwing.

Increase the amount of social praise delivered for successful task completion.

Q20. Having obtained appropriate consent, a behavior analyst wishes to communicate data to non-behavior
analyst colleagues and family of the client. The most appropriate presentation strategy is:

standard celeration charts.

short video clips of client performance and line graphs.

bar graphs comparing client performance to performance of peers.

short video clips with a written anecdotal report.

Q21. The use of an alternating treatments design should be considered iF.

it is important that multiple interventions be evaluated quickly.

one needs to evaluate the effects of a single intervention across multiple settings.

the results of multiple reversal designs are ambiguous.

there is the possibility that the effect of one intervention will influence the effect of another.

Q22. Clifford’s lawn work is steady and up to standard as long as his work is verbally praised approximately every twelfth completed mower circuit. However, at times the crew chief is unable to praise his work at that moment. When praise is not forthcoming, Clifford usually stops working. The best way to facilitate maintenance and generalization of Clifford’s work, using a self-management technique, would be to:

have fellow workers provide praise when Clifford stops working.

have the crew chief use a variable schedule of reinforcement.

increase the delay in reinforcement until the afternoon.

teach Clifford how to request reinforcement for the target behavior.

Q23. Which of the following would not be a type of function of behavior identified during a functional assessment?

Attention

Escape

Frustration

Access to tangibles

Q24. A client with a history of escape maintained problem behavior begins to throw the puzzle pieces a few minutes after starting to work on the task. What is the BEST programmatic change for the behavior analyst to make?

Remove the puzzle and implement a time-out procedure.

Teach the client to request escape using an adaptive behavior.

Implement an overcorrection procedure to reduce puzzle piece throwing.

Increase the amount of social praise delivered for successful task completion.

Q25. A behavior analyst responsible for the evaluation of a behavior change program has been unable to get others to collect data on the targeted behaviors. The others involved, including other service providers, are relying on personal anecdotes and questionnaires to evaluate the effectiveness of the program. The primary consumer reports satisfaction with the results so far. To evaluate the program, the behavior analyst should:

check the reliability from the questionnaire’s information.

conduct formal interviews to supplement the available information.

obtain data on the targeted behaviors.

use available information only.

Q26. A punishment contingency is LEAST likely to produce which effect?

Undesirable emotions may result.

Aggressive or violent behavior may be evoked.

A more appropriate replacement behavior may develop.

The person delivering the punisher may become an aversive stimulus.

Q27. When Susan attempts to escape from a task, she exhibits several behaviors, including hitting her head, stomping her feet, and crying. This is an example of A.

functional response class.

respondent class.

stimulus class.

topographical response class.

Q28. To increase the likelihood of beginning a difficult task:

arrange a reinforcer for its completion.

do several easy tasks first.

arrange for periodic reminders.

establish a deadline for completion.

Q29. Manipulating a students chair in a classroom setting to avoid distraction fro the window is an example of a
manipulation of a

Context variable

Antecedent variable