Free Access BACB.BCABA.v2022-03-21.q209 Practice Test (Page 24)

Question 111

Based on this data display, what interpretation can be made with confidence?

A.The target behavior is irreversible and a different experimental design should be used.

B.The intervention has effectively reduced the behavior.

C.A functional relationship exists between the dependent variable and the intervention.

D.The target behavior is decreasing but experimental control has not been demonstrated.

Question 112

The rehabilitation therapist wants to determine if the sensory integration sessions are helping to reduce Ed's hand-slapping. What is the BEST method for recording momentary time-sampling data?

A.Fifteen-minute observation periods are divided into 3-minute intervals. Staff then record whether or not hand-slapping is occurring at the end of each 3-minute interval.

B.Twenty-minute observation periods are divided into 10-minute intervals. Staff then record whether or not hand-slapping is occurring during each 10-minute interval.

C.Thirty-minute observation periods are divided into 2-minute intervals. Staff then record whether or not hand- slapping occurs at any moment during each 2-minute interval.

D.One-hour observation periods are divided into 10-minute intervals. Staff then record whether or not hand- slapping occurs at all during each 10-minute interval.

Question 113

At the point in time when non-contingent reinforcement is delivered, the treatment provider is reinforcing.

A.incompatible or alternative behaviors.

B.a behavior in the acquisition phase.

C.the target behaviors.

D.all of the student's behaviors at that moment.

Question 114

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.

A.functional response class.

B.respondent class.

C.stimulus class.

D.topographical response class.

Question 115

Which procedure is the MOST reasonable and effective application of incidental teaching?

A.Conduct training for the student to sign "eat" and "drink" during language classes.

B.Conduct training to sign for "help" across a variety of environmental contexts.

C.Conduct training for the student to sign for items while going through the lunch line.

D.Conduct discrete trial training for signing "eat," "drink," and "help."

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