1.

A client under your supervision engages in frequent rumination that appears to have
resulted in substantial weight loss. What is the first assessment task?
(C.A. 4-1, 2, 2a, 2b)
a. Systematic manipulation of some variable
b. Records review
c. Nothing - the behavior is not change worthy
d. Conduct an IQ test

2. You find that one of your clients has a substantial anxiety reaction to being in the
lunchroom. You posit that there is some kind of respondent conditioning process that has
caused this, and you wish to try respondent extinction. This would involve (C.A. 8, 9)
a. Social extinction - ignore the child when he becomes anxious
b. Escape extinction - do not let the child escape from the lunchroom
c. Have the child frequently enter the lunchroom without any "traumatic" events
occurring.
d. Have the child perform a task while in the lunchroom.

3. The philosophy of determinism, as applied to the analysis of behavior, assumes that

behavior is: (C.A. 2- 1 2)

a. subject to random occurrences.

b. caused by some event or combination of events.
c. a cause of other events.
d. determined by the will of the person.

4. You take an initial baseline on "in seat" behavior. You then implement a token economy
in which in seat behavior is reinforced with tokens. Your treatment team decides to
demonstrate the efficacy of the token system, and recommends a reversal design. Which of
the following is an example of such a design? (C.A. 5-1 b)

a. In the 3rd phase, stop implementing the token system

b. In the 3rd phase, present tokens for out of seat behavior
c. Present the tokens for in seat behavior in another setting
d. In the 3rd phase, return to baseline conditions

5. You are talking with a staff member about a client's behavior, and that staff tells you that
the client exhibited a tantrum the other day. You wish to set up a program, but you feel that
you will need consent to do it. What are the three elements needed? (C.A. 1-4)

a. capacity, informed, voluntariness

b. informed, voluntariness, older than 18 years old
c. no coercion, cost/benefits, approval
d. informed, approval, legal age

6. Describe how a DRI schedule might be used to decrease the frequency of walking around
and bothering other workers at the work site. (C.A. 9 – 6)

a. Have the person earn a reinforcer contingent on the absence of bothering others
b. Provide a reinforcer contingent on working diligently and quietly at his seat
 c. Move his seat away from others and make it somewhat "isolated."
d. Reinforce appropriate asking to visit others

7. You are having trouble getting Kenny on the van. Apparently, the action is effortful, as he
has to climb up the stairs, which gives him trouble. In fact, he has actually given up even
trying. Using behavioral momentum, how can this be treated? (C.A. 9- 23)

a. Provide a reinforcer for getting on the van.

b. Prompt him briskly down the hall, and release him right before he reaches the steps
of the van. Then fade the release point backwards.
c. Give a reinforcer for some low effort actions, then give the direction to "get on the
van."
d. Give small reinforcers for just looking at the van, then slowly increase the size of the
reinforcer as he begins getting up to walk toward the van.

8. You are working with a client who finds physical touch to be aversive. When the person
is off task, the program calls for you to give a warning by counting to "10"; at that point,
you gently touch him if he has not back on task. The touch remains until he returns to task.
Please note that being touched is aversive for this particular individual.

If the person gets back on task during the counting, this is an example of:

a. Escape
b. Avoidance
c. Positive reinforcement
d. Stimulus fading

9. If the person gets back on task when he is touched, this is an example of: (C.A. 3-3)

a. Escape
b. Avoidance
c. Positive reinforcement
d. Negative punishment

10. Which of the following is NOT a characteristic of effective punishment? (C.A. 3- 5)

a. FR1
b. Unpaired with reinforcement
c. Slowly increasing the intensity of the punisher over time
d. Ensure alternative ways of obtaining the reinforcer

11. A child is having a tantrum in your classroom. You believe that the tantrum is occurring
for your attention. You therefore ignore the tantrum until it ceases while continuing daily
activities. You note that the tantrums decrease over time. This is an example of: (C.A.3- 11)

a. Punishment
b. Establishing operation
c. Timeout from reinforcement
d. Extinction
Please use the following scenario (and the additional scenario information added as
indicated) for questions 12 through 28:

You have been asked to consult on a case involving a 10 year old girl who engages in some
severe SIB at home, such as scratching her head, banging her head, and poking her eyes.
She lives at home with her mother and father. She is nonverbal, but will take her parents by
the hand and show them things that she wants. She seems to be able to perform many tasks,
but the SIB definitely interferes with many activities.
For example, she engages in high-rate SIB during meals.

12. Select the most reasonable first step in the treatment process. (C.A. 4-2, 3)

a. Quickly design a program to address the SIB

b. Consult with her teachers regarding her self-esteem
c. Conduct interviews with the parents and ask for any records that are available
d. Conduct interviews with her teachers and ask for any records that are available

13. You wish to conduct some descriptive analyses. Which of the following is NOT a
rationale for such an activity? (C.A. 4 -1 ,2, 3)

a. To determine functional relations

b. To provide information that might lead to a functional relationship
c. To examine patterns of the behavior
d. To generate hypotheses about the behavior

14. At first, you are puzzled by the behavior. You therefore work with the child, and then let
the hypotheses evolve from your data. This example demonstrates the process of: (C.A. 4 -2,
3, 4)
a. Induction
b. Deduction
c. Social learning theory
d. Stimulus equivalence

15. To conduct your descriptive analysis, you realize that someone should consent to the
process. From whom should you obtain consent? (C.A.1-4)

a. The child
b. The parents
c. The teachers
d. Both the child and the parents

16. During some of your interviews, the parents report that the behavior began about 2 years
ago when the child was afflicted with a serious intestinal bacterial infection. What should be
your next step? (C.A.1 – 11)

a. Include that fact in your analysis

b. Immediately ask for a medical exam that looks at the status of the infection
c. Conduct a functional analysis of the current reinforcers
d. Report the problem to child protective services
17. One of the tools that you wish to use is a pattern analysis. Which best exemplifies this
method? (C.A. 4-2, 3)

a. Have the parents record a narrative during the day so that you can examine the
behavior and the situations under which it occurs.
b. Have the parents record behaviors and the time that they occur during the day
c. Set up an ABC format sheet and have the parents record behavior
d. Allow the parents to tally the data frequencies and the antecedents they observed

18. From your descriptive analysis, you generate many kinds of information. You would
like to have some rate data across days. How might you do this? (C.A. 4 – 2, 3)

a. Plot the number of occurrences of the behavior

b. Count the number of occurrences and plot them by the situation in which they
occurred
c. Count the number of occurrences and divide by the recording time each day
d. Count the number of occurrences and multiply it by the dependent variable

Continuing the scenario started at question 12, use the following information for questions
19 through 21:

The results of your descriptive analysis suggest that the SIB occurs when the mother
is not in close proximity to the child. Thus, she begins to injure herself anytime the
mother leaves her side. Data also show that in general, SIB is followed by mother
returning to the child.

19. You wish to do some systematic manipulations to confirm the hypothesis. Which of the
following best exemplifies this? (C.A. 4 – 5, 6)

a. Collect and organize ABC data

b. Have mom remain close to the child. Then have her leave the child's side. Count SIB
when the child is close to mom and when mom is not close by.
c. Examine ABC data and look for SIB when mom is close by and when mom is not.
d. Examine SIB in and out of task.

20. Which of the following is the best rationale for conducting a systematic manipulation in
this case? (C.A. 4 – 4, 5, 6)

a. To collect all of the information possible about the SIB

b. To provide the most reliable hypothesis about the function of the SIB
c. To provide external validity information
d. To provide some inductive reasoning for the assessment

21. In the systematic manipulation, you indeed see that the child quickly engages in SIB as
soon as the mom leaves her side. In fact, it starts up within 1-2 seconds after the mom gets
up to leave. These are examples of what kind of data? (C.A. 6-9)

a. Rate
b. Latency
c. Duration
 d. Partial interval recording

Continuing the scenario started at question 12, use the following information for questions
22 through 28:
Your systematic manipulations confirm that yes, the behavior occurs whenever the mom
leaves the child's side. The next step is to design an intervention.

22. Which of the following is the best approach to design an intervention? (C.A. 9-2a, 4, 6)

a. Slowly fade the mom's presence from the child

b. Teach the child kid to engage in activities without mom close by. Use food as the
reinforcer.
c. Teach the child to engage in activities without mom close by. Use proximity to mom
as the reinforcer.
d. Reinforce independent functioning and use overcorrection for SIB.

23. You would like to use a reinforcer for independent functioning. The question is how
long do you ask her to perform these activities before the reinforcer is delivered? What kind
of data do you need to answer that question? (C.A. 6-9)

a. Latency of SIB after mom leaves

b. Duration of SIB episodes
c. Rate data
d. Trails to criterion

24. Another question is what to do when the SIB occurs. Select the best, most reasonable
approach in this case. (C.A. 9-2a, 6; 8-6)

a. Overcorrection in which the kid practices signing for mom's attention

b. Isolation timeout
c. Some kind of timeout in which proximity is withheld and mom is nearby to prevent
SIB is necessary and also train a FERB
d. Ignore the SIB

25. Another variable that you wish to study is sleep patterns. You are guessing that when
she does not sleep well, the SIB becomes more violent. This is what type of variable?
(C.A. 3-8, 14; 9-1)
a. SD
b. Setting Event
c. CS
d. CR

26. Another potentially important variable is sugar ingestion. It appears that when she
consumes lots of sweets, proximity to mom as a reinforcer becomes more important, and the
SIB can be more severe. This variable shows the effects of a(n): (C.A. 3-8; 9-1)

a. SD
b. CR
 c. CS
d. EO

27. A related problem that you have discovered is that the child sleeps in her bed at night
until about midnight, at which time she wakes up, goes to the bathroom, and then goes to
her parents' bed for the remainder of the night. When they try and prompt her back to bed,
SIB occurs. Keeping in mind the results of the assessment, select the most reasonable
approach to get her to sleep in her own bed for the entire night. (C.A. 9-1, 2a, 9, 11)

a. Ask her to sleep in her bed. When she wakes up and attempts to go to her parents'
bed, re-direct her back to her bed. Remain in the bedroom until she falls back asleep. b.
Ask her to sleep in her bed. When she wakes up and attempts to go to her parents' bed,
perform an overcorrection procedure in which she practices going from the bathroom to
the bedroom with parent assistance as needed. Deliver praise after the procedure is
terminated.
c. Ask her to sleep in her bed. Have the mother go into her bedroom about 11:30 pm
and praise after a period of time has elapsed. Continue this throughout the night, as
needed, until she goes to sleep again.
d. Ask her to sleep in her bed. When she wakes up and goes to the bathroom, the parent
should prompt her to her bedroom and then give her praise/proximity for going to bed.
Then go into the bedroom periodically and praise for staying in bed, until she falls
asleep. If the child goes to the parents' bedroom, re-direct to her bedroom.

28. Fortunately, treatment is progressing nicely. The child is beginning to function more
independently, sleep through the night, and generally cooperate with the daily schedule.
Moreover, you see that some other potential reinforcers might be emerging. To assess this,
how might you survey these? (C.A. 4)

a. Interview the teachers

b. Ask the child
c. Layout some objects/activities and see which she chooses
d. Fill out a FAST

(End of Scenario)

29. You have conducted a multiple baseline design in which a treatment for hand mouthing
and hair pulling was the independent variable, and the treatment was presented sequentially
across different behaviors. What kind of phenomenon might create an interpretational
problem in this kind of design? (C.A. 5-1e)

a. A failure of the behavior to return to baseline levels

b. problems in inter-observer agreement
c. Response generalization
d. Stimulus generalization

30. Select a procedure for promoting response generalization. (C.A. 9-28)

a. When training self feeding, use different kinds of utensils that require varying
techniques to use
b. When training hand washing, train in different bathrooms that have different "looks."
c. Train loosely in the acquisition phase to avoid overly narrow stimulus control over the
 learned behaviors.
d. Reinforce behavior in one situation, and extinguish all other topographies.

31. Select the best example that shows an Establishing Operation. (C.A. 9-1)

a. A child begins to whine when his mom walks in the room.

b. A child steals drinks after eating salty foods.
c. A guy talks street talk when with his friends.
d. A mom smiles when her child tells her thank you

32. Select a procedure that exemplifies discrimination training: (C.A. 9-7)

a. When training hand washing, train in different bathrooms that have different "looks."
b. Reinforce behavior in one situation, and extinguish all other topographies c. Train the
behavior on FR1 first, then observe the child on a VR4 schedule. d. None of the above

33. Select the best example of a discriminative stimulus: (C.A. 3-7)

a. A person becomes upset when he is presented with a task

b. A child says "fine" when a stranger says "How are you?"
c. A student becomes nervous upon entering the exam room
d. A child‟s eyes water when onions are being cut in the room

34. Select the best example of a Conditioned Stimulus. (C.A. 3-13)

a. A child cries when put in the "naughty chair."

b. A person's heart races after ingesting a Coke.
c. A person's heart races just before receiving a shot.
d. A child takes the long way home to avoid going home to his abusive mother

35. Select the best behavioral goal. (C.A. 8-2, 3)

a. Linda will decrease head hitting.

b. Linda will learn to brush her teeth, based on the information provided by the group
home operator, the office manager, and the nurse.
c. Susan will learn to do her laundry, based on information given by the group home
parent, the PM trainer, and the transition coordinator.
d. Susan will learn to do her laundry to 90% criteria for four consecutive weeks, based
on information given by the group home parent, the PM trainer, and the transition
coordinator.

36. A survey of published research in applied behavior analysis shows studies covering
academic skills, language acquisition and use, work productivity and performance, marital
interactions, child-rearing skills, consumption of electricity, public littering, clothing
selection, self help skills, highway speeding, seat belt usage, exercise, elevator use, and
sport and leisure skills, all of which are behaviors that are important to Society. This
indicates that this type of research is: (C.A. 2-4)

a) analytic
b) effective
c) applied
 d) parsimonious

37. A behavior occurs in environments other than the one in which the behavioral
techniques were applied, or affects other behaviors not directly treated. We say that the
training effects have: (C.A. 3-12)

a) conceptualized
b) generalized
c) summarized
d) generality

38. Which of the following is not “a behavior” from a behavior analyst‟s

perspective? (C.A. 3-1)
a) getting wet
b) hitting
c) cursing
d) speaking

39. Certain stimuli increase the future probability of a response when they are terminated
immediately following that response. This process is called: (C.A. 3-3)

a) positive reinforcement
b) negative reinforcement
c) positive punishment
d) negative punishment

40. A resident of a group home takes out the trash independently for the first time. You
provide descriptive praise and the behavior is observed to increase in the future. You have
used what procedure? (C.A. 3-3)

a) negative reinforcement
b) negative punishment
c) positive reinforcement
d) positive punishment

41. If a study's written description of a procedure is sufficiently complete and detailed to

enable others to replicate the procedure, the study is: (C.A. 2-6 2)

a) empirical
b) technological
c) parsimonious
d) conceptually systematic

42. To select a target behavior for an adult, a behavior analyst should consider:
(C.A. 8-5)
a) Behavior that would assist in living in large group homes
b) Behaviors that are likely to be reinforced in the client's present or future
environment.
c) Behaviors that the relatives wish to see learned
d) The amount of reinforcement it will require

43. To prioritize behaviors exhibited by a particular individual, which of the following

would be the most compelling consideration? (C.A. 8-5)

a) How much it will cost to change the behavior

b) Danger to the client's safety
c) How difficult it will be to change the behavior
d) Wishes of the parents

44. When an observer notes everything the client does or says as well as events before and
after the episode of client behavior, he/she is using: (C.A. 4-2, 2a, 2b)

a) A stopwatch
b) Permanent product recording
c) ABC recording
d) Whole interval recording

45. If an experimental design is described as A-B-A-B, we can assume that the B condition
differs from the A condition with respect to the: (C.A. 2, 5-1)

a) Dependent variable
b) Independent variable
c) Abscissa
d) Duration

46. An experimenter measures the level of noise in a school bus full of children under the
following conditions: Baseline, Rock Music, Baseline, Classical Music. In this experiment,
the dependent variable is: (C.A. 2, 5-1)

a) Time.
b) The number of children on the bus.
c) The level of noise.
d) The type or music.

47. The experimental design used in question #46 is: (C.A. 5-1a, 3)

a) Multiple baseline
b) Multi-element.
c) A-B-A-B design
d) A-B-A-C design.

48. A study has external validity if: (C.A. 2-7 2)

a) It's findings are generalizable to other settings, populations, or individuals.

b) It's findings are valid for the subjects studied.
c) If the changes in behavior appear in untrained responses.
d) If the changes in behavior appear in untrained environments.

49. An experimenter examines the effects of token reinforcement on wandering behavior

exhibited each day for six months. The independent variable in this study is: (C.A. 5-1)

a) Token reinforcement.
b) Wandering behavior.
c) Number of days.
 d) Number of months.

50. Direct replication is necessary to: (C.A. 2, 5)

a) Increase confidence that the IV caused the changes in the DV

b) Study whether the results would be obtained in other situations.
c) Study whether other populations could benefit from the intervention d) Increase
confidence that response measures used measured what they were supposed to.

51. It is desirable to use the multiple baseline design when: (C.A. 5-1e)

a) The behavior is likely to be irreversible

b) Leaving an untreated subject, behavior, or setting is impractical.
c) You want the most powerful design
d) The behaviors have not been assessed with a functional analysis

52. An experimenter is interested in the effects of contingent reinforcement (using edibles)

on punctuality and scheduled activities. He chooses a subject and on Day 1 begins collecting
baseline data in the prevocational training area, morning academic class, and afternoon
social skills group. After getting stable baseline data in all three areas, he begins treatment in
the pre-vocational area or Day 12, begins treatment in the morning academic class on Day
23, and begins treatment in afternoon social skills group on Day 35. What design is he
using? (C.A. 5-1e)

a) Multiple baseline across subjects

b) Multiple baseline across behaviors
c) Multiple baseline across settings
d) A-B-A-B design.

53. What kind of phenomenon might pose interpretational problems in this

design? (C.A. 5-1e)
a) Response generalization
b) Stimulus generalization
c) Momentum
d) Fading

54. A person is asked to make his bed. His caregiver checks 30 minutes later and the bed has
been made. No one else was present during that time. The staff person records that the
resident made the bed, even though he did not observe that behavior directly. The data
collection method being used is: (C.A. 6)

a) Duration recording
b) Event recording
c) Permanent product recording
d) Whole interval recording

55. Which of the following definitions is best? (C.A. 6-1, 2)

a) Head banging = when John bangs his head

b) Head banging = When John hits his head with his hand.
c) Head banging = When John hits his head with either hand hard enough to be heard
 10feet away.
d) Head banging - When John touches his head with his hand.

56. Which data collection technique is most appropriate for recording out of-seat behavior in
a classroom? (C.A. 6-4, 6, 8)

a) Record the frequency of the behavior

b) Record the frequency and duration of the behavior
c) The latency of the behavior
d) Permanent product recording.

57. Kirk is interested in collecting data on Cary's whining behavior. Every ten minutes, Kirk
puts a + on a data sheet if whining occurs, and a - if it does not occur. For a + to be scored,
the behavior must occur at least once in the interval. Kirk is using: (C.A. 6-3)

a) Whole interval recording

b) Partial interval recording.
c) Momentary time sampling
d) Event recording

58. The measurement of time between the onset of a stimulus and the initiation of a
response is called: (C.A. 6-9)

a) Duration recording
b) Momentary time sampling.
c) Latency recording
d) IRT recording

59. The number of times response opportunities are presented before an individual achieves
a pre-established level of accuracy is called: (C.A. 6-12)

a) Trials to criterion.
b) Number correct.
c) Percentage correct
d) Trials to reinforcement.

60. The form or shape of a behavior is known as its: (C.A. 6-1)

a) Topology
b) Topography
c) Magnitude
d) Tomography.

61. An occasional measurement of response to different stimuli is called a: (C.A. 6-1)

a) Infrequency measurement
b) Infrequency recording
c) Frequency recording
d) Probe.

62. Behavior analysis interventions that are effective in changing an individual's behavior in
a socially important way are said to have: (C.A. 8-4)
 a) Parsimony
b) Social validity
c) Primary importance.
d) Inter-observer reliability.

63. We are interested in working on "functional" skills. This concept states that:
(C.A. 8-2)

a) The simplest explanation is the best

b) For every action there is an equal and opposite reaction.
c) Target behaviors should be chosen based on the function of the behavior in question.
d) Target behaviors should be chosen with regard to what is likely to be reinforced in the
individuals‟ post-intervention environment.

64. A behavior definition is tested, and it is found that two observers using it agree on the
occurrence or non-occurrence of the target behavior 90% of the time. This technique is
called: (C.A. 6-14)

a) Social Validity
b) Direct observation
c) Parsimonious
d) Inter-observer agreement.

65. A behavior is observed to occur 80 times in a 40 minute session. What is the rate of the
behavior, expressed in number of occurrences per minute? (C.A. 6-7)

a) 3
b) 2
c) 20
d) 8

66. You are assigned to collect data on hand mouthing using a partial interval recording
system. Your observational session is divided into contiguous 10 second intervals. During
the first 10 second interval, hand mouthing is observed to occur for five seconds. You
should score that interval as: (C.A. 6-3)
a) An occurrence
b) A non-occurrence
c) A blank
d) “No chance” event

67. A graph is a visual representation of data that may be used to: (C.A. 7-1 through 6)

a) Provide motivational feedback to those whose behavior is being graphed. b) Provide

the experimenter with visual information on which to base decisions about treatment
effectiveness.
c) Provide information about when to make changes in conditions, treatments, or
phases of an experiment.
d) All of the above.

68. Data paths are created by connecting successive data points with a straight line.
Successive data points should not be connected when: (C.A. 7-6)

a) The teacher was not present to collect the data

b) They fall on either side of a phase/condition change line
c) there is a high degree of variability
d) there is an unplanned treatment intervention change

69. Repeated measures of a dependent variable indicate the following data during baseline:
2, 2, 2, 2, 2. During treatment the data are 5, 5, 5, 5, 5. This indicates a change in: (C.A.
7-6)

a) Trend
b) Level
c) Trend and Level.
d) Variability.

70. Repeated measures of a dependent variable indicate the following data during baseline:
2,4,6,8, 10. During treatment the data are 36, 34, 32, 30, 28. This indicates a change in:
(C.A. 7-6)
a) Trend
b) Level.
c) Trend and Level
d) Variability.

71. Repeated measures of a dependent variable indicate the following data during baseline:
2, 2, 2, 2, 2. During treatment the data are 36, 34, 32, 30, 28. This indicates a change in:
(C.A. 7-6)
a) Trend
b) Level
c) Trend and Level
d) Neither trend nor level.

72. Repeated measures of a dependent variable indicate the following data during baseline:
2, 4, 6, 8, 10. During treatment the data are 12, 14, 16, 18,20. These data indicate a change
in: (C.A. 7-6)
a) Trend
b) Level.
c) Trend and Level.
d) Neither trend nor level.

73. Experiments that show convincingly that changes in behavior are a function of the
independent variable are said to have a high degree of: (C.A. 5-1)

a) Inter-observer reliability
b) External validity (generality)
c) Internal validity
d) Confounding variables

74. An experimenter manipulates the level of noise in a room to determine if it has an effect
on the number of aggressive outbursts exhibited by a particular resident. In this study, the
dependent variable is: (C.A. 5-1)
 a) The level of noise in the room
b) The number of aggressive outbursts
c) The number of residents in the room
d) Cannot tell from the information given.

75. The purpose of a baseline is to: (C.A. 5-1)

a) Use the subject's performance in the absence of the independent variable as an

objective basis for evaluating the effects of the independent variable.
b) Have a pre-treatment standard of comparison by which to assess treatment effects
later.
c) Help the experimenter make decisions regarding when to begin treatment,
reinforcement criteria, etc.
d) All of the above.

76. On successive days, Jason has teased other residents 20, 15, and 10 times, respectively.
Should the experimenter's treatment be introduced at this time? (C.A. 1-6, 8, 11)

a) Yes, because we want to decrease the behavior as quickly as possible, to

demonstrate that the treatment works.
b) Yes, because we need more effective treatments.
c) No, because the behavior is already decreasing in the desired direction.
d) No, because the trend is increasing.

77. If baseline measurements yield unstable, extremely variable results, the best thing for an
experimenter to do is: (C.A. 5-1)

a) Begin treatment immediately, in order to get stability.

b) Begin treatment immediately, in order to achieve the maximum treatment effect.
c) Extend the baseline and try to isolate or control the sources of variability. d) Take
a break.

78. Generally speaking, how long should baseline data be taken? (C.A. 2- 6 2)

a) two weeks
b) one month
c) until the staff indicate that they are ready to implement treatment
d) until the baseline data show stability

79. A researcher systematically varies the conditions of an earlier experiment, in order to

examine its generality. This is an example of: (C.A. 5-1)

a) Direct reproduction
b) Systematic desensitization.
c) Systematic reproduction.
d) Systematic replication.

80. An experimenter implements a reinforcement program in a classroom setting to increase

John's rate of reading. During the study, he measures the number of words read per hour. He
also measures the number of words read in a science class, even though the reinforcement
program is not used in this 2nd class. Why is the experimenter measuring John's behavior in
the 2nd class? (C.A. 3-12)

a) To measure stimulus generality of the effects

b) To measure response generalization
c) To conduct a systematic replication to examine setting generality
d) To measure stimulus generalization

81. The term, "schedule thinning" refers to: (C.A. 9 -2, 29)

a) A weight reduction program for reinforcement schedules

b) Changing a reinforcement schedule from continuous to intermittent
c) No occurrences of the behavior are reinforced.
d) Switching from a high to a low rate of responses for the target behavior

82. Which reinforcement schedule results in a scalloped pattern of

responding? (C.A. 3-3)
a) Fixed ratio.
b) Fixed interval.
c) Variable ratio.
d) Variable interval.

83. Resident Hannibal's favorite food is liver. In general, it is found to reinforce a wide
range of his behaviors. Today, however, he has had some friends for dinner, and he has
eaten all the liver that he wants. It is found that liver does not work as a reinforcer for him
tonight. What has taken place? (C.A. 3-8)

a) Deprivation
b) Extinction
c) Satiation
d) Spontaneous recovery.

84. How often is a reinforcer produced in a VR 10 schedule? (C.A. 3-3)

a) Every l0th response.

b) Every 10 minutes
c) On average, every l0th response
d) On average, every 10 minutes.

85. How often is a reinforcer produced in an FR 10 schedule? (C.A. 3-3)

a) Every l0th response

b) Every 10 minutes
c) On the average, every l0th response
d) On the average, every 10 minutes

86. How often is a reinforcer available in a VI 10 schedule? (C.A. 3-3)

a) Every l0th correct response

b) Every 10 minutes
c) On the average, every l0th response
 d) On the average, for the first response after every 10 minutes.

87. How often is a reinforcer available in an FI 10 schedule? (C.A. 3-3)

a) Every l0th correct response

b) For the first response after 10 minutes
e) On the average, every l0th response
f) On the average, every 10 minutes

88. You are supervising clients at the workshop, and you would like to increase the
productivity of same. When you examine the schedules of reinforcement, you find that they
are all on a FI10' schedule of access to food. How might you increase productivity? (C.A.
9-2, 2a, 6)
a. Change to a FI 15'
b. Give them more food before workshop sessions
c. Program a limited hold (F11 0' LH 15”)
d. Withhold attention for being tardy

89. Billy is a 5 year child with Down's Syndrome who exhibits some mild tantrums when
examined by his physician. The tantrums comprise crying, whining, and occasionally
throwing himself on the floor. The initial assessment suggests that the tantrums are escape
behaviors. The most reasonable initial plan of action when Billy exhibits a tantrum is to:
(C.A. 1-11; 9-2, 2a, 4, 6)
a. Temporarily place him in the waiting room until he calms down. b. Have Billy
stay with the physician to ensure safety, and make sure that before Billy leaves
the office, he has been cooperative for at least 1 minute. c. Have Billy go to an
adjoining room and perform some overcorrection activities by practicing
appropriate social behavior
d. Use a water mist procedure.

SCENARIO:
You are a school behavior specialist who has been asked to consider the possibility of a
system-wide training project for classroom teachers. According to a report, there are many
classrooms that are becoming increasingly chaotic, and children's achievement test scores
are plummeting.

90. What would be the first step in this process?

(C.A. 10-1)
a. Assess the need for training
b. Define training objectives
c. Design a curriculum
d. Set up training classes for all teachers

91. In the above scenario, what might be the most effective training package of procedures?
(C.A. 10-1)
a. Classroom lectures for teachers
b. A combination of role playing and classroom situations
c. Some lecture coupled with real-life demonstrations and feedback
d. A self instructional format on computers complete with simulations

92. What would be the most important measure of the success of the project? (C.A. 6-4; 10-
2, 3)
 a. Pre- and post-tests of teacher competencies
b. Social validation scales for the parents
c. Teacher evaluations of the program
d. Measures of the kids' behavior and progress in the classrooms

93. After the initial training, what would be the next logical step? (C.A. 10-1, 2, 3, 4)

a. Conduct post-tests and then monitor annually

b. Be available for future problems and report to the school board at least 2x/year
c. Set up a maintenance and monitoring system that initially tracks teacher skills
weekly
d. Examine the system for stimulus generalization processes to the home is the way to
get what we want

94. Let's say that in the above scenario, you wish to collect follow-up data on performance.
What kind of measurement tool should be used? (C.A. 6-4; 10-2, 3)

a. The same measurement tool that was initially used in training

b. A social validation tool that is designed for this purpose
c. The rate of correct interactions and incorrect interactions between each teacher and
students
d. Percentage of correct interactions between students and teacher

95. The above project has developed into quite a task. Fortunately, you are asked to report
the results of your efforts at the next school psychology convention. To make this possible,
you write up, in great detail, the methods and procedures of the project. A reviewer states
that your procedures are indeed linked to principles of behavior analysis; therefore, your
project characterizes what feature of applied behavior analysis? (C.A. 2-6 2)

a. Applied
b. Technological
c. Conceptually systematic
d. Generality

96. Tokens are generally referred to as: (C.A. 3-4)

a. Conditioned reinforcers
b. Generalized conditioned reinforcers
c. Negative reinforcers
d. SD‟s

97. You are working with a client who engages in frequent self stimulatory behavior. Your
program calls for a rich schedule of reinforcers to be delivered upon task completion, and a
timeout from reinforcement contingent on hand biting. The timeout consists of having the
child sit in a chair in the corner for 1 minute. You notice that the rate of biting has actually
increased after initiating the program. What is the most compelling problem that might
explain the increase in behavior? (C.A. 3-2, 10)

a. The timeout is not immediate

b. The timeout is too short
c. Adaptive behavior is not getting reinforced.
 d. The timeout allows alternative ways of obtaining reinforcement.

98. In self-control, where does the ultimate control lie? (Or, why is "self' control a
misnomer?) (C.A. 2-1 2, 5)

a. With the self

b. The choice of the person
c. In the environment
d. With a contract manager

99. Let's say that you design a behavior plan to teach social skills and sharing in children.
You wish to evaluate the efficacy of the treatment in an ABA design. This is an example of
what characteristic of science? (C.A. 2-1 2, 2)

a. Determinism
b. Systematic manipulation
c. Philosophic doubt
d. Law of parsimony

100. Patrick's teacher has arranged for some reading instruction in which she reads from a
prepared script, and Patrick is to provide active responses to tasks presented in the script.
The teacher provides immediate feedback him, depending on his responses. This is an
example of (C.A. 9-14)

a. PSI
b. Direct instruction
c. Respondent conditioning
d. Incidental teaching

101. You are asked to teach a college class on basic principles of behavior. You decide to
design the class based on principles of learning, and therefore set up frequent exams, study
objectives, and a "pace yourself' system wherein students decide when they will take each
exam. This is an example of: (C.A. 9-16)

a. Direct instruction
b. Personalized system of instruction (PSI)
c. Discrete trials
d. Respondent conditioning

102. Select the best staff training package.

(C.A. 10-1, 2)
a. Staff is given a book on behavior analysis and asked to read it. Comprehension tests
are given after each chapter.
b. Staff is given explanations of the procedures. Then a weekly feedback system is
implemented to sharpen their skills.
c. Explanations of each procedure are given to the staff. Then the supervisor
demonstrates the procedures. Then staff is given opportunities to practice the skills
with feedback from the supervisors.
d. The supervisor conducts role playing sessions with the staff with weekly feedback
provided for performance.
103. You are designing a treatment program for Susan. Before getting into details, you wish
to identify some ultimate outcomes towards which Susan will progress. Which of the
following is NOT an appropriate ultimate outcome for Susan? (C.A. 8-2)

a. The variety and diversity of events in Susan's life

b. Susan's access to reinforcers in the community.
c. The range of interpersonal interactions with others.
d. The convenience of staff with whom Susan works.

104. You wish to broaden Susan's social contacts with others. You note that many of her
potential peers enjoy bowling and eating at Italian restaurants. But, you are unsure if Susan
shares these same interests. What might you do? (C.A. 4)

a. Conduct a reinforcer survey.

b. Implement a DRO schedule using bowling as a reinforcer.
c. Use an establishing operation to make bowling a reinforcer.
d. Ask Susan‟s mother

105. You finally find a peer group for Susan. The members of this particular group enjoy
interaction with each other, and appear to "do favors" for each other as part of their social
fabric. What might you teach Susan to make it most likely that she will be successful?
a. Positive social interactions
b. Assertive skills
c. How to do favors for others
d. How to ask for attention appropriately

106. Bob exhibits some low-level aggression when asked to do a task. What procedure
might the most appropriate attempt in the initial stages of treatment? (C.A. 8-4, 5)

a. Timeout
b. Escape extinction
c. Overcorrection
d. Counseling with the guidance counselor

107. Robert exhibits frequent attention-seeking behavior that involves tantrums, aggression,
and property destruction. Your assessment suggests that the behavior occurs because it
produces attention from the parents. Which is probably the best technique to try? (C.A. 8-6)
a. A DRO schedule in which the child earns snacks for the absence of target behaviors. b.
A DRO schedule in which the child earns attention for the absence of target behaviors. c.
Teach Robert to ask for attention appropriately
d. Verbal reprimand with a brief timeout

108. Arthur is exhibiting some inappropriate behaviors when there is some uncertainty as to
the next activity. What might be the most reasonable first step in correcting this problem?
(C.A. 8-6)
a. Set up a behavior program that teaches tolerating uncertainty
b. Teach Arthur to ask about upcoming events.
c. Do a DRO schedule of reinforcement.
d. Attempt a DRI if possible

109. Bob teaches Jeff to wash dishes in the Transition House. Jeff is then asked to wash
dishes at his own home. What will probably happen? (C.A. 3-12)

a. He will not be able to wash the dishes.

b. Jeff will probably be able to wash the dishes.
c. As his house is more like the Transition House, Jeff will be more able the dishes
correctly.
d. It is up to Jeff.

110. You are teaching David to clean the workshop to prepare him for working on the
cleaning crew. Read the descriptions below, and identify which will NOT promote
generalization of the workshop cleaning skills to real-life cleaning jobs. (C.A. 3-12)

a. Make the workshop as much like a real cleaning situation.

b. Transition to variable, delayed reinforcement.
c. Teach David to use a checklist, which could be used on the cleaning crew.
d. Make the workshop distinctive from the cleaning crew, and then gradually make it
more like it.

111. A descriptive analysis incorporates (C.A. 4-1, 2, 2a, 2b)

a) Analog conditions and inferential statistics

b) Structured interviews and systematic manipulations
c) Functional assessment tools, structured interviews, and direct observation
d) Records review and development of insight

SCENARIO: You are consulting with a family of a mother, father and four children. The
oldest son has been diagnosed with autism. Upon arriving at the house, you notice a great
deal of disarray in the house. When you introduce yourself to the mother she says, “I can‟t
remember where we are supposed to go today but I‟ll figure it out in a few minutes.”
Immediately thereafter, you notice the oldest boy, sitting and rocking by himself. When the
mother says, “Stand up and say, „Hello,‟” the boy begins slapping his head, repeating, “Go
away! Go away!” The mother immediately runs over, hugs the boy and says, “He‟s scared
of strangers.” As she comforts him, rocking him slowly, she says, “It‟ll be okay. Just let
mommy help you calm down.” After 2 minutes or so, the mother gets up and says, “We‟ll
just let him be for awhile.”

112. Based upon your assessment in the above scenario, you determine the child engages in
head slapping and screaming to get the attention of the mother. To test your hypothesis, you
do systematic manipulations, which should involve (C.A. 4-4, 5, 5a, 5b)

a) having the mother withhold attention contingent upon the head slapping and collect data
then have the mother deliver attention contingent upon the head slapping and collect
data
b) suggest the noncontingent delivery of attention for 5 minutes then offer another positive
reinforcer for the absence of head slapping and screaming
c) deliver a reinforcer following the statement, “Go away,” and deliver an immediate
punisher for head slapping and screaming
d) collect baseline on both screaming and head slapping and compare data across behaviors

113. If you collect baseline data on head slapping for one week, have the parents praise
their son on a CRF schedule for saying, “Come here, please,” for one week, collect baseline
for another week, and then have the parents offer attention on a fixed time 10-minute
schedule, what kind of design did you utilize? (C.A. 5-1a)
a) multiple baseline
b) changing criterion
c) withdrawal
d) reversal

114. The mother in the above scenario has been allowing him to stay home from school for
the morning when he urinates in his pants before school; allowing him to stay home
reinforces the urination. If the mother were to implement extinction, she would have to:
(C.A. 9-4, 4a)
a) Place the child in a timeout in his room
b) Withhold speaking to the child for at least 2 or 3 minutes after he urinates
c) Reinforce appropriate toileting and gently reprimand him for soiling his pants
d) Help him clean up his clothes and take him to school as soon as possible

115. When the mother employs the extinction procedure, she would expect to see: (C.A. 9-4)

a) An immediate decrease in the behavior followed by a “burst” in the rates

b) An immediate increase in the rates followed by a steady decrease
c) A slow decrease in the rates over next couple of months
d) The head banging immediately ceases and then you would see “spontaneous recovery.”

116. A child saying “kitty” when she sees a dog is an example of a(n): (C.A. 3-17)

a) Intraverbal
b) Tact
c) Mand
d) Textual behavior

117. You are teaching a child to ask for help as a replacement skill for aggression. You
praise the child every time she asks appropriately for help. Your data show that aggression
is now almost non-existent and that she is asking for help when she needs it. Next you
should: (C.A. 9-2, 2a, 29)

a) Place “asking for help” on a different schedule of reinforcement

b) Plan an ultimate outcome
c) Contact the funder and close the case as a treatment success
d) Implement a multiple baseline design

118. Gradually transferring stimulus control from prompts to other discriminative stimuli is
process called __________. (C.A. 9-8)

a) shaping
b) fading
c) modeling
d) maintenance

119. Using a mean _________ of the target behavior to determine reinforcement interval
during a DRO is a sound behavioral practice. (C.A. 6-10; 9-6)
a) Duration
b) IRT
c) Rate
d) Frequency

120. A student for whom you are providing behavior analysis services lives with her
mother. Her parents are divorced and her mother has custody per a court order. The father
calls you and asks for a progress report on his daughter. What do you tell the father? (C.A.
1-9)
a) Tell him that since he is no longer the legal guardian, you are not ethically permitted to
release any information on the student without written authorization from the mother b)
Since he is the father, you tell him how his daughter is doing
c) You tell him that since he and the mother are divorced, you are only permitted to send a
written report in the mail.
d) Tell him that he needs to call the school principle for the information as you are ethically
not permitted to do so.
121. A horizontal line through the data points shows ________. (C.A. 7-1)
a) Trend
b) level
c) range
d) variability

122. How are a conditioned stimulus and a discriminative stimulus different? (C.A. 3-13, 14)

a) A conditioned stimulus acquires its controlling function through association with

stimuli that occur immediately after the response.
b) A discriminative stimulus acquires its controlling function via stimuli that occur
immediately after the response
c) No difference.
d) A conditioned stimulus controls Operant behavior. A discriminative stimulus controls
Respondent behavior.

123. A person who learns to say "red" when presented with a red card also says "red" when
presented with an orange card. This is called: (C.A. 3-12)

a) Response generalization.
b) Stimulus generalization.
c) Discrimination.
d) The Premack Principle

124. Stimulus generalization is more likely to occur: (C.A. 3-12)

a) When the relationship between an antecedent stimulus and an operant behavior is not
fixed.
b) When the relationship between an antecedent stimulus and an operant behavior is
fixed.
c) After behaviors are placed on extinction.
d) When new stimuli are of similar physical dimensions but differ from the training
stimulus slightly along a dimension.

125. In discrimination training: (C.A. 3-12)

 a) There are two or more responses, some of which are reinforced.
b) There is one response, which is reinforced in the presence of the discriminative
stimulus and is not reinforced in the presence of the S-delta.
c) No responses are reinforced.
d) Two stimuli are used and one is made more salient than the other so the
discrimination will be learned.

126. You teach a child to name a picture of an orange (see the picture, say "orange"). Then,
in learning Spanish, you teach that the word "orange" is the same as "naranja" in Spanish.
Then upon seeing a picture of an orange, the child says "naranja." This ability to do so is an
example of: (C.A. 3-12; 9-21)

a. Generalization training
b. Stimulus equivalence
c. Discrimination training
d. Spontaneous Recovery

127. Design an errorless discrimination procedure to teach a child to pick out an apple from
an array of fruit that includes the apple, a pear, and a banana. (C.A. 9-7, 8)

a. Place all of the fruit on a table, have the child pick out the apple when asked, and
reinforce correct responses. For errors, interrupt the trials for 1 minute. b. Place all of the
fruit on a table, have the child pick out the apple when asked, and reinforce correct
responses. Use gestural prompts to indicate the apple, and then fade out the prompts
over time. For errors, issue a reprimand and use a correction trial wherein the child must
point to the apple 3 times in a row before moving on to the next trial.
c. Place the apple by itself and have the child point to the apple when asked. Then
gradually fade in the pear by moving it closer and closer to the apple. Then repeat
with the banana.
d. Negatively reinforce the improper response while gradually shaping the correct
response.

128. Response-contingent consequences (C.A. 3-19)

a. do not maintain rule governed behavior

b. have nothing to do with avoidance or escape behavior
c. matter in respondent behaviors only
d. maintain contingency shaped behavior

129. The 3 fundamental properties of behavior are: (C.A. 6-1)

a. Repeatability, occurs in time, and combination of the two

b. Repeatability, functional, operational
c. Functional, operant, and occurs in time
d. Operationally defined, repeatable, and occurs in time

130. The sight of a lock with a keyhole on a door that you need to go through is
a(n): (C.A. 3-8)
a. SD
 b. Neutral Stimulus
c. Punishing stimulus
d. Establishing operation

131. What is a fundamental tenet of behaviorism? (C.A. 2-1 2, 3 2, 5)

a. Behavior is a function of the mind.

b. Behavior is a function of environmental variables, the self, and genetic history.
c. Behavior is a function of past and present environment, as well as genetic makeup.
d. Behavior is a function the environment and cognitions of the person.

132. Which of the follow types of graph would be best to represent the number of autos sold
per car-manufacturing company? (C.A. 7-1)

a. Bar Graph
b. Line Graph
c. 6 cycle Graph
d. Histogram

133. Which schedule of reinforcement shows a “scalloping pattern” on a cumulative

record? (C.A. 3-3; 9-2a)
a. variable interval
b. fixed ratio
c. fixed interval
d. variable ratio

134. Which schedule of reinforcement is probably the best for maintenance of

behavior? (C.A. 3-3; 9-2a)

a. VI 1‟, LH 5”
b. FR 3
c. FI 5‟
d. VR 17

135. Please choose the best sequence that should occur when implementing respondent
conditioning: (C.A. 5-1c)

a. US followed by CS yields CR
b. US followed by UR yields CR
c. CS followed by US yields CR
d. CS followed by SD yields CR

136. In ______ conditioning, the correlation is not between two stimuli as in ________
conditioning, but between a response and a(n) _______. (3-13; 3-14)

a. operant, respondent, consequence

b. respondent, operant, establishing operation
c. operant, respondent, SD
d. respondent, operant, consequence

137. Jack is the Behavior Analyst in a local public school special education program. He
has recently developed treatment plan for a child who engages in self-injurious behavior.
Jack calls the child‟s parents to review the plan prior to the plan‟s implementation. During
the call, Jack describes in detail the elements of the plan, answering all of their questions.
Jack also explains that their child‟s IEP Team has determined that the child‟s behavior
represents a significant risk to the child and, without this treatment the child cannot remain
as a student in the program. In this example, Jack has: (1-1, 1-7)
a. Met all of the steps necessary for informed consent.
b. Violated the issue of “Information” by failing to provide a written copy of the Treatment
Plan.
c. Violated the element of “Voluntariness” by threatening that the child cannot remain in
the program if the parents do not consent to the plan.
d. The right to immediately institute the plan as an emergency procedure.

138. During a recent IEP Team meeting, there was a significant disagreement between
Linda‟s parents and her Behavior Analyst, July, regarding the most appropriate goals
regarding her social skills. To resolve this dispute, the Behavior Analyst should: (1-7)
a. Defer to the parents‟ wishes.
b. Hire an outside consultant, without the parent‟s knowledge, to provide a
second opinion.
c. Maintain her stand and suggest to the parents that they can file for mediation.
d. Include only the Behavior Analysts‟ recommendations.

139. A child in your program lives with his natural parents. Unfortunately, the parents are
both developmentally disabled and are not strong academic role models. As a Behavior
Analyst you should: (1-5c)
a. Advocate on behalf of the child to be placed with a foster care family.
b. Recommend that the child be transferred to a residential school.
c. Refer the case to DSS.
d. Take action to support the parents that will allow the child to remain within
his/her natural family.

140. Kevin works in a program as the Behavior Analyst that has a very conservative Human
Rights policy. This policy requires that all potential positive interventions be attempted
prior to implementing any “restrictive” treatment plans. In order to work within his
agency‟s philosophy, Kevin should: (1-5, a, b)
a. Follow the policy and try all procedures that she can find in the literature. b.
Suggest a psychopharmacological consult as a substitute intervention. c. Refuse
to implement programs that Fran does not believe will be effective. d. Seek
Human Rights Committee approval to probe a restrictive intervention to
demonstrate whether or not it will be effective.

141. Doug works as a Behavior Analyst in a private residential program serving adults with
severe Developmental Disabilities. The direct care staff in this program is generally
unmotivated and provides poor care. Doug is assigned to develop a behavior plan for Sally
who is very aggressive. One of the primary concerns for Doug should be: (1-3; 1-7)

a. The risk that a consultant will review his treatment protocol.

 b. The likelihood that any behavior plans will be correctly implemented.
c. The collection of precise baseline data.
d. That he conducts a Functional Analysis himself to avoid any problems with
the staff.

142. As a Behavior Analyst, Jeff cannot identify any effective reinforcers to help reduce
George‟s (a man with profound mental retardation) very dangerously aggressive behaviors.
Jeff decides to draft a plan that includes having George earn tokens to “buy” all of his daily
food, clothing, toiletries, mattress, pillow, and sheets. This program: (1-5, a, b)

a. Should be implemented only with the “assent” of George.

b. Should be based on a functional analysis.
c. Be monitored by a devastative data analysis.
d. Should not be implemented.

143. Edward begins to engage in severe head banging. The first step in the development of
a treatment plan should be: (1-6)

a. Contact his Primary Care Physician to rule-out any medical complications

that may be responsible for this new behavior
b. Conducting a formal Analogue Functional Analysis.
c. Attempt a DRO procedure.
d. Wait to see of the behavior continues for more than one week.

144. Katherine is a Board Certified Behavior Analyst (BCBA), with only experience in the
treatment of young children with Autism. Her supervisor is having a very difficult time
with a high school student diagnosed with PTSD and reassigns the case to Katherine As a
BCBA, it is Katherine‟s responsibility to: (1-2)

a. Accept the referral and begin to read-up on PTSD.

b. Begin with a formal clinical interview to determine the appropriate DSM IV
diagnosis.
c. Suggest to the supervisor that he refer the case to a colleague who has
experience with this age and disability.
d. Suggest to the child‟s parents that they seek a psychotherapy provider since
this is a mental illness and not likely to be effectively treated with an ABA
approach.

145. After collecting an appropriate baseline and completing an appropriate functional

assessment, Mary, a BCBA, selects the most appropriate and likely to be effective treatment
approach. After a few days of treatment, Mary should: (1-12)

a. Recognize that his staff may not be motivated to continue the treatment if he
continues to require daily data is collected and reduce the data collection to weekly.
b. Continue to evaluate the treatment on a daily basis and take steps to ensure
appropriate intervention.
c. Be willing to accept a descriptive evaluation of the treatment to ensure an effective
intervention.
d. Change the treatment to one that is less effortful and more likely to be
implemented.
146. Margaret is a student in a BACB-approved graduate program taking courses for her
certification as a BCBA, and is beginning her program‟s approved practicum for her
supervised experience requirements. During the initial meeting with her supervisor she is
asked by her supervisor for full access to all records about the children she has in the class
she works in at a local public school. Margaret should: (1-9)

a. Indicate to the supervisor that it would not be appropriate to provide the all
the records of the students
b. Obtain all the records and provide them to her supervisor
c. Ask the supervisor to contact the school records office for a copy of the
records
d. Ask the principal of the school about seeking a release from the parents so her
supervisor can obtain the records.

147. Jill is teaching play skills to a little boy (he is learning how to play with Bob the
Builder construction set). During phase 1 Jill collects baseline data on the duration of
independent play, during phase 2 she models appropriate play and reinforces the boy‟s
imitation, in phase 3 Jill withdraws treatment, and in phase 4 she reinstates the treatment
program. Assuming the data went in the desired direction within each condition, Jill
demonstrated the replication of conditions in which phase(s)? (5-1, 1a)

a. Third phase
b. Third and fourth phases
c. First and third phased
d. Fourth phase

148. Joanne measured her niece‟s behavior while: (1) in the library, (2) in the car traveling
to the library, and (3) at home. If Joanne was planning on “treating” her niece‟s behavior in
a progressive manner, she would probably use a(n) (5-1e):

a. Multiple baseline design

b. Alternating treatments design
c. Reversal design
d. Changing criterion design

149. A _______________ research design involves the switching back-and-forth between

two or more treatments regardless of the level of behavior (5-1c)

a. Multiple Baseline
b. Reversal
c. Changing Criterion
d. Alternating Treatments

150. Select from the following list the type of Research Design used for the following
figure. (5-1c)

a. Multiple Baseline Design

b. Alternating Treatments Design
c. Selective Treatment Design
d. Changing Criterion Design