Question 1

A behavior analyst is working with a student who interrupts other students

in the classroom during instruction. The behavior analyst completes a
functional behavior assessment to identify possible reinforcers for this
student. The analyst then initiates a behavior-change program in which the
student is given a token each time she raises her hand and waits to be
called on and does not provide reinforcement when the student interrupts
her classmates. Which schedule of reinforcement is demonstrated in this
intervention?
Select one:
A. Extinction
B. Multiple schedules of reinforcement
C. VR1
D. FR1

Step 1: Identify the concept being tested

This question tests your understanding of reinforcement procedures.

Step 2: Analyze the question

In this scenario, the student is provided with a token, or a possible
reinforcer, each time they produce the target behavior of raising her hand
and waiting to be called on. This is a demonstration of an FR1 schedule of
reinforcement, also known as continuous reinforcement.

The correct answer is D. Continuous reinforcement requires that the

desired behavior is reinforced every time it occurs. Continuous
reinforcement (CRF) is also described as FR1 (Fixed Ratio of 1).

Incorrect answer choice explanations:

A. Extinction occurs when reinforcement for a behavior is discontinued in
order to decrease or eliminate occurrences of this behavior in the future.
Extinction does not refer to a schedule a reinforcement, but rather a
withholding of reinforcement.
B. Multiple schedules of reinforcement consist of two or more component
schedules of reinforcement for a single response with only one component
schedule in effect at any given time. The reinforcement schedules are
typically delivered randomly and in an alternating sequence. There is no
mention in this scenario of two or more schedules of reinforcement.
C. A VR1 (Variable Ratio of 1) schedule of reinforcement would indicate
that reinforcement was provided, on average, every 1 response. The
scenario described in the question stem indicates a continuous schedule of
reinforcement, or a fixed ratio of 1 (FR1).

Question 2

A behavior analyst implements a functional communication program with a

client in the client's home environment. Since the implementation of this
program, the client has demonstrated significant improvement in the home
environment as well as other novel settings, like the client's classroom. This
is an example of which important characteristic of applied behavior
analysis?
Select one:
A. Generality
B. Repeatability
C. Conceptually systematic
D. Applied

Step 1: Identify the concept being tested

This question tests your understanding of the seven dimensions of applied
behavior analysis.

Step 2: Analyze the question

In this question, a behavior analyst is implementing a behavior change
procedure in the client's home. Improvements in the targeted behavior have
occurred in the environment in which the program was implemented, as
well as novel environments in which the program was not explicitly
implemented. This demonstrates generality of the behavior change.
The correct answer is A. Generality is one of the seven dimensions of ABA.
Generality refers to a behavior change that lasts over time, appears in
environments other than the environment in which the intervention was
initially implemented, and spreads to other behaviors and skill sets that
were not explicitly targeted. Generalized behavior change is valuable when
it is desirable and functional for the learner.

Incorrect answer choice explanations:

B. Repeatability refers to a fundamental property of behavior, along with
temporal locus and temporal extent. Repeatability refers to how a behavior
can be counted or how it can occur repeatedly through time.
C. Conceptually systematic is another dimension of applied behavior
analysis. Behavior analysts work within a conceptually systematic discipline
by using foundational principles and terms to develop and implement
behavior change procedures, so that all analysts work from the same
conceptual framework.
D. The applied dimension refers to ABA's commitment to effecting change
for behaviors that are socially significant and improve the lives of
participants.

Task List 5 Section Area: S1-A Philosophical Underpinnings.

Task List 5 Section Item: A-5 Describe and define the dimensions of
Applied Behavior Analysis (Baer, Wolfe, and Risely, 1968).

Question 3

A BCBA implements a procedure to teach a client to mand for "help". The

BCBA provides instruction in the client's home environment to maximize
naturally occurring learning opportunities. At the beginning of instruction,
the client receives reinforcement for emitting the /h/ sound. After several
trials of instruction, the BCBA no longer provides reinforcement for /h/, and
only provides reinforcement for /he/. Throughout instruction, the BCBA
continues to provide higher magnitudes of reinforcement as the client's
responses become more accurate and withholds reinforcement for
responses that are less accurate. By the end of the teaching procedure, the
client successfully and independently emits the word, "help". Which
teaching procedure is described in this scenario?
Select one:
A. DRO + Extinction
B. Incidental Teaching
C. Shaping
D. Prompt Fading

Step 1: Identify the concept being tested

This question tests your understanding of shaping procedures.

Step 2: Analyze the question

"Shaping is defined as the differential reinforcement of successive
approximations toward a terminal behavior" (Cooper, Heron, Heward, 2019,
p. 541). The procedure that best exemplifies shaping will include multiple
trials in which the client is reinforced for approximating the target skill and
demonstrating more accurate approximations with each successive trial.

The correct answer is C. The analyst provides differential reinforcement for

successive approximations of the word "help". Reinforcement is contingent
on attempts that are members of a response class that share a specified
dimension or quality. This describes shaping.

Incorrect answer choice explanations:

A. Although the Differential Reinforcement of Other Behavior (DRO) and
Extinction are both utilized in the shaping process, they are not the only
principles involved in shaping.
B. Incidental Teaching involves arranging the client's environment in a way
that promotes learning through increased motivation and maximizing
opportunities for skill application. The question stem indicates that the
BCBA implements the procedure in the client's natural environment. This
may be indicative of natural environment teaching, and is not specifically
describing incidental teaching. Additionally, the question asks specifically
about the procedure being described.
D. Prompt Fading refers to the process of systematically reducing and
removing prompts during instruction, promoting independent responding
from the learner. Although the question briefly mentions that the client
learned to respond independently, the scenario does not offer information
about prompting and the question specifically asks about the teaching
procedure being described.

Question 4

A community engagement provider is working with an individual to develop

work-related skills for becoming a greeter in a store. When greeting a
customer, the individual will smile, say hello, and offer the customer a cart.
The provider will count the number of practice trials it takes for the
individual to successfully learn to greet customers. Which of the following
measurement methods would most effectively assess progress towards this
skill?
Select one:
A. Percent of Opportunity
B. Trials-to-criterion
C. Latency
D. Rate

Step 1: Identify the concept being tested

This question assesses your understanding of trials-to-criterion.
Step 2: Analyze the question
In this scenario, an individual is learning a specific set of skills and the
provider is assessing progress towards acquiring those skills. The key
detail is that the provider wants to count the number of trials needed for the
individual to gain mastery. The correct answer will be the measurement
method that follows that procedure.

The correct answer is B. Trials-to-criterion is the number of responses,

instructional trials, or practice opportunities needed to reach a
predetermined performance standard. Trials-to-criterion can be used for
assessing progress toward acquiring skills within a response class, for
example, brushing teeth, tying shoes, or in this case, greeting a customer.

Incorrect answer choice explanations:

A. Percent of opportunity measures the correct number of responses that
occur within a total number of opportunities.
C. Latency measures the time between a stimulus and a response.
Although latency could be used to measure the time between when the
customer enters the store and when the individual greets the customer, this
will not provide information about the individual's progress toward learning
the skill.
D. Rate measures the number of greetings per period of time. It does not
allow for the assessment of progress toward learning the skill.

Task List 5 Section Area: S1-C Measurement, Data Display, and

Interpretation.
Task List 5 Section Item: C-6 Measure trials to criterion.
Question 5

A behavior analyst is working with an 11-year-old client who has complex

verbal language skills. The client currently works for 10 minutes at a time to
earn a 10-minute break, during which he typically chooses to play video
games. The analyst would like to increase the duration of the client's work
sessions. What procedure should the analyst use to ensure the client's
smooth transition to a longer work interval?
Select one:
A. Use schedule thinning to increase the duration of work time to
30-minute intervals.
B. Use schedule thinning to increase the duration of work time to
15-minute intervals and clearly communicate the new rule prior to
implementation.
C. Decrease the client's break time from 10 minutes to 5 minutes.
D. Do not communicate the new rule, but set the timer for 15 minutes at
the beginning of the next work session.

Step 1: Identify the concept being tested

This question tests your understanding of schedule thinning and the use of
instructions in practice.

Step 2: Analyze the question

In this scenario, the analyst wants to ensure a smooth transition to a longer
work period. The best way to achieve this is to introduce gradual changes
and share clear expectations.

The correct answer is B. Schedule thinning is a method that involves

gradually increasing the amount of work that must be completed before
reinforcement occurs. Schedule thinning, combined with clear,
understandable expectations or rules will help facilitate a smooth transition.
Incorrect answer choice explanations:
A. Schedule thinning should be used to increase the amount of work
completed, but 30 minutes represents a significant increase in the amount
of work time. Increasing the work time too dramatically could cause ratio
strain. To support a smooth transition, work time should be increased
gradually and combined with clear rules.
C. Decreasing the break time is not likely to increase the client's ability to
work for a longer duration.
D. Setting the timer for 15 minutes, without any verbal communication,
could be a valuable way to test the client's tolerance for an increase in work
time. However, on its own, this procedure would not be adequate to ensure
a smooth transition to a longer work time.

Task List 5 Section Area: S2-G Behavior-Change Procedures.

Task List 5 Section Item: G-6 Use instructions and rules.

Question 6

A BCBA places various items on a table and allowing a client to access

those items freely for five consecutive minutes. The BCBA then determines
which items the client most prefers by ranking the items in the order of the
amount of time spent with each item, from longest to shortest. Which of the
following procedures is the BCBA performing?
Select one:
A. Single stimulus preference assessment
B. Free operant preference assessment
C. Paired stimulus preference assessment
D. Multiple stimulus without replacement

Step 1: Identify the concept being tested

This question tests your ability to identify the different types of reinforcer
assessments.

Step 2: Analyze the question

"Stimulus preference assessment (SPA) refers to a variety of procedures
used to determine...the stimuli that the person differentially selects
[and]...the relative hierarchical preference value of those stimuli" (Cooper,
Heron, Heward, 2019, p. 269). The key details needed to identify the type
of preference assessment in this scenario are that multiple items are
offered, client has free access, and duration with each item is measured.

The correct answer is B. A free operant preference assessment includes

multiple stimuli with which the participant is free to engage throughout the
assessment time. Preference hierarchy is determined by "ranking items
according to the duration of object manipulation for each stimulus" (Cooper,
Heron, Heward, 2019, p. 270). This answer choice closely describes the
procedure Tammy utilizes. Tammy allows the client free access to the items
and ranks them according to the duration of time the client engages with
each item.

Incorrect answer choice explanations:

A. Single stimulus preference assessments occur across a series of trials
with each stimulus presented one at a time. The preference hierarchy is
determined by calculating the "percentage of approach responses per
stimulus" (Cooper, Heron, Heward, 2019, p. 270). In this scenario, all of the
items were presented at the same time, which does not correspond to a
single stimulus preference assessment.
C. Paired stimulus preference assessments occur across a series of trials.
Two stimuli are presented during a trial, but only one at a time can be
chosen. In this scenario, Tammy presents an array of stimuli to her client
and allows free access, rather than trials restricted to two items.
D. Multiple stimulus without replacement occurs when multiple stimuli are
presented, but only one item can be chosen at a time. The selected item is
not replaced and therefore, cannot be chosen again. The remaining items
are presented and the process is repeated until all stimuli have been
selected. In this scenario, Tammy does not remove selected items and
measures duration, rather than order of selection, to determine the
preference hierarchy.

Task List 5 Section Area: S2-F Behavior Assessment.

Task List 5 Section Item: F-5 Conduct preference assessments.

Question 7

A behavior analyst is training staff members at a residential placement to

collect data on how often one of the residents is engaging in physical
aggression. Which of the following operational definitions of physical
aggression should the behavior analyst use to promote the most consistent
and accurate data collection among the staff members?
Select one:
A. Client engages in physical aggression lasting at least two minutes.
B. Client raises a balled-up fist or raises an open palm before making
contact with another person at least one time. Any instance in which
the client raises a fist or open palm but does not make contact with
another person should not be included.
C. Client uses their hands to hit another person at least two times. Any
instance in which the client makes gentle pats should not be included.
D. Client raises a balled-up fist above their head with the intent to hit
another person. This does not include the client raising an open palm.

Step 1: Identify the concept being tested

This question evaluates your knowledge of the main components of an
operational definition.

Step 2: Analyze the question

A good operational definition will be objective, clear, and complete. When
an operational definition has these characteristics, those collecting data will
have little room for interpreting what counts as the target behavior. For this
question, you must identify the best operational definition of physical
aggression.

The correct answer is B. This operational definition is the only one that
addresses the three main characteristics of a good response definition. It is
objective, meaning it focuses only on what is observable. It is also clear
and unambiguous, which allows others to observe and collect data
consistently. This operational definition is also complete because it
delineates what is and what is not an instance of target behavior.

Incorrect answer choice explanations:

A. Although this operational definition provides a specific duration, the
behavior is not described with specific, observable characteristics.
Observers may have different interpretations of what "physical aggression"
entails, which will result in inconsistent data collection.
C. This description contains some elements of an operational definition,
such as the specific number of times the behavior must occur and a
delineation of what behavior should and should not be counted. But the
wording within the description is open to interpretation. The words "hit" and
"gentle pats" are ambiguous and may mean different things to multiple
observers.
D. The initial description of the physical aggression is objective and
observable, but the word "intent" describes motivation or function. The
intent of someone cannot be observed, which makes this an ineffective
operational definition.

Task List 5 Section Area: S1-C Measurement, Data Display, and

Interpretation.
Task List 5 Section Item: C-1 Establish operational definitions of behavior.
Question 8

A supervisor is using behavior skills training (BST) to teach a new

procedure to her RBTs. During the training session, the supervisor provides
a rationale, describes the procedure, and gives a written task analysis to
her technicians. Which of the following procedural actions should the
supervisor take next, in order to adhere to the BST model?
Select one:
A. Demonstrate how to correctly implement planned ignoring.
B. Observe the technicians as they simulate a tact training procedure.
C. Provide feedback on how to correctly implement differential
reinforcement.
D. Ask a technician to demonstrate negative reinforcement.

Step 1: Identify the concept being tested

This question tests your knowledge of behavior skills training and the
function of each step.

Step 2: Analyze the question

Behavior skills training (BST) is a competency-based training procedure
that follows four distinct steps: instruction, modeling, rehearsal, and
feedback. In this scenario, Doris provides a rationale, describes the
procedure, and gives her technicians a written task-list. All of these actions
fall into the category of instruction. The next step is to demonstrate the skill.

The correct answer is A. Doris has already provided instruction, so the next
procedural action is to demonstrate the skill. Modeling the correct
implementation of planned ignoring is an example of a skill demonstration.
Incorrect answer choice explanations:
B. Observing the technicians is a step that Doris should take only after first
demonstrating the skill herself.
C. Feedback is an important part of BST. During this part of the process,
feedback can be provided immediately or at the end of the training, but in
either case, observation and feedback should only take place after Doris
has demonstrated the skill.
D. Providing an expert demonstration is a critical part of BST. The attending
technicians are training on this skill and may or may not provide
appropriate modeling.

Task List 5 Section Area: S2-I Personnel Supervision and Management.

Task List 5 Section Item: I-07 Use function-based strategies to improve
personnel performance.

Question 10

A behavior analyst wants to measure how often a client is engaging in

physical aggression during sessions. Which of the following provides the
best description of accurate measurement of the rate of the behavior?
Select one:
A. During a 30-minute session, record whether the behavior of interest
occurs, or does not occur, at the end of every five-minute interval.
B. Calculate the amount of time between each occurrence of the
behavior by starting a timer at the onset of the first occurrence and
ending it at the initiation of the next instance of the behavior.
C. Collect data for each occurrence of the behavior by marking a tally for
each instance. At the end of the session, count the total number of
tallies.
D. Collect data for each occurrence of the behavior by marking a tally for
each instance. At the end of the session, count the total number of
tallies and divide by the amount of time the data collection occurred.
Step 1: Identify the concept being tested
This question tests your ability to identify the best procedure for measuring
rate.

Step 2: Analyze the question

This scenario asks for the best procedure to measure rate. To measure
rate, each occurrence of a target behavior must be counted and then the
total number of occurrences is divided by the total amount of time.

The correct answer is D. Measuring rate requires counting the number of

occurrences of a target behavior and dividing that total by the total time.
Marking each instance with a tally and then counting the tally marks will
provide an accurate frequency measure. In order to get the rate, the total
occurrences must then be divided by a unit of time to get an average
occurrence per unit of time.

Incorrect answer choice explanations:

A. This answer choice describes momentary time sampling, which is a
measurement technique used to estimate occurrences of behavior, rather
than measure frequency. Momentary time sampling is a valuable technique
to utilize when it is difficult to determine when the behavior begins and ends
or when the behavior occurs at such a high rate that it is difficult to count.
B. This answer choice describes the measurement procedure for
inter-response time (IRT), not frequency. IRT is the measure of time
between two responses; specifically, the amount of time between the start
of the first response and the beginning of the next.
C. This answer choice provides an explanation on how to collect frequency
data, but does not calculate the rate.
Task List 5 Section Area: S1-C Measurement, Data Display, and
Interpretation.
Task List 5 Section Item: C-3: Measure occurrence (e.g., frequency, rate,
percentage).

Question 11

When Sarah is learning to drive, her driving instructor tells her that she will
get a ticket if she speeds. Once Sarah gets her license, she observes the
posted speed limit at all times. Which of the following best describes
Sarah's behavior?
Select one:
A. Contingency-shaped behavior
B. Three-term contingency
C. Rule-governed behavior
D. Negative reinforcement

Step 1: Identify the concept being tested

This question tests your knowledge of rule-governed and
contingency-based behavior.

Step 2: Analyze the question

In this scenario, Sarah is made aware of a possible consequence for the
behavior of speeding. Without experiencing that consequence, Sarah
follows the speed limit at all times. Sarah's behavior is shaped by
knowledge of the consequence, not direct experience with the
consequence.

The correct answer is C. Rule-governed behavior occurs when an

individual's behavior is shaped by a consequence that they have not
directly experienced. In this scenario, Sarah has not gotten a ticket, but the
knowledge of that consequence directs her to follow the speed limit at all
times.

Incorrect answer choice explanations:

A. Contingency-shaped behavior is governed by direct experience with
reinforcement or punishment. If Sarah modified her behavior after receiving
a speeding ticket, that would be representative of contingency-shaped
behavior.
B. Three-term contingency refers to the antecedent-behavior-consequence
contingency and helps analysts understand how behavior is produced by
environmental conditions. For example, if a dog darts in front of Sarah's car
while she is speeding (antecedent), this would cause Sarah to slam on the
brakes (behavior). In the future, Sarah would no longer speed while driving
(consequence).
D. Negative reinforcement is defined by the removal of an aversive
stimulus that then increases the likelihood that a behavior will occur. For
example, if Sarah's car is programmed to emit an unpleasant noise when
she drives above the speed limit, it is likely that Sarah will stop speeding to
avoid the unpleasant noise.

Task List 5 Section Area: S1-B Concepts and Principles.

Task List 5 Section Item: B-13 Define and provide examples of
rule-governed and contingency-shaped behavior.

Question 12

Which behavior analysis philosophy focuses on discovering and clarifying

basic principles of behavior?
Select one:
A. Experimental analysis of behavior (EAB)
B. Applied behavior analysis (ABA)
 C. Methodological behaviorism
D. Radical behaviorism

Step 1: Identify the concept being tested

This question tests your knowledge of behavior analysis philosophy.

Step 2: Analyze the question

The question asks you to distinguish the differences between Experimental
analysis of behavior (EAB), applied behavior analysis (ABA),
methodological behaviorism, and radical behaviorism, to determine which
philosophy governs basic principles of behavior.

The correct answer is A. The primary purpose of EAB is to conduct

research to determine the basic principles of behavior, that is, the functional
relationship between behavior and environmental variables.

Incorrect answer choice explanations:

B. The underlying philosophy of applied behavior analysis (ABA) is to apply
the basic principles of behavior to establish socially significant behaviors.
Applied behavior analysis focuses on the functional relationships between
socially significant behaviors and environmental variables.
C. Methodological behaviorism emphasizes that only public events are
observable. This philosophy acknowledges the existence of thoughts and
feelings, but excludes these private events from the science of behavior
analysis.
D. Radical behaviorism extends the philosophy of methodological
behaviorism to include internal events, such as thinking and feeling. The
primary goal of radical behaviorism is to develop a theoretical account of
behavior.

Task List 5 Section Area: S1-A Philosophical Underpinnings.

Task List 5 Section Item: A-4 Distinguish among behaviorism, the
experimental analysis of behavior, applied behavior analysis, and
professional practice guided by the science of behavior analysis.

Question 13
A behavior analyst notices that her client, Marcus, consumes food at an
elevated rate. After measuring his food intake, the behavior analyst
observes that Marcus takes 15 bites of food/minute. What is the estimated
average interresponse time (IRT)?
Select one:
A. 15 bites/minute
B. 4 seconds
C. 1 bite/4 seconds
D. 15 bites

Step 1: Identify the concept being tested

This question tests your understanding of how to calculate IRT.

Step 2: Analyze the question

IRT is the "amount of time that elapses between two consecutive instances
of behavior" (Cooper, Heron, Heward, 2019, p. 80). IRT can be assessed
directly by measuring the time that elapses between the end of one
behavior occurrence and the beginning of the next. The average IRT can
also be calculated using rate. This question provides the rate of Marcus'
eating behavior, 15 bites/minute, which can be used to calculate the
average IRT.

The correct answer is B. Marcus' eating behavior occurs at a rate of 15

bites/minute, which is equal to 15 bites/60 seconds. IRT is the opposite
(reciprocal) of the rate. In other words, to calculate IRT, you will need to find
the reciprocal of the given rate. Divide the denominator (60) by the
numerator (15), or 60 seconds/15 bites = 4.

Incorrect answer choice explanations:

A. 15 bites/minute is the rate of behavior. The rate expresses the
relationship between occurrences of behavior and time, not the time that
has elapsed between occurrences of the behavior.
C. 1 bite/4 seconds is the reduced form of the rate of behavior. Rate is not
equivalent to IRT.
D. 15 bites is the initial measured frequency of Marcus's bites.

Task List 5 Section Area: S1-C Measurement, Data Display, and

Interpretation.
Task List 5 Section Item: C-4. Measure temporal dimensions of behavior
(e.g., duration, latency, interresponse time).

Question 14

A behavior analyst needs to identify which component is interfering with the

effectiveness of a treatment package. The analyst begins to systematically
remove components of the treatment package to investigate the impact of
each element on his client's behavior change. Which of the following best
describes the type of experimental analysis used by the behavior analyst?
Select one:
A. Drop-out component analysis
B. Parametric analysis
C. Add-in component analysis
D. Comparative analysis

Step 1: Identify the concept being tested

This question tests your understanding of experimental design and
conducting comparative, components, and parametric analyses.

Step 2: Analyze the question

In this scenario, the behavior analyst wants to know the individual effects of
the different components in a treatment package on client behavior change.
The key detail for identifying the correct answer is that the analyst begins to
systematically remove components of the treatment package.

The correct answer is A. In a drop-out component analysis, the behavior

analyst implements the entire treatment package and then systematically
removes the different components. The behavior analyst records and
analyzes the effects of the systematic removal of components on behavior
change. The results of this analysis can be used to identify which
component of a treatment package may be interfering with the overall
effectiveness of the package.

Incorrect answer choice explanations:

B. Parametric analyses are used to identify the differential effects of a
range of values of the independent variable on the dependent variable. In
this question, the behavior analyst is looking to identify which components
of a treatment package may be interfering with his client's progress.
C. In an add-in component analysis, the components of a treatment
package are assessed either individually or in combination before the
complete treatment package is presented. In this question, the behavior
analyst has already implemented the treatment package and is
systematically removing its components to identify which component may
be interfering with his client's progress.
D. In a comparative analysis, the investigator identifies if one intervention
or treatment package is more effective than the other. In this question, the
behavior analyst is only looking at the effects of one treatment package.
Task List 5 Section Area: S1-D Experimental Design.
Task List 5 Section Item: D-6 Describe rationales for conducting
comparative, component, and parametric analyses.

Question 15

The specific point in time in which a behavior occurs refers to which

fundamental property of behavior?
Select one:
A. Temporal Locus
B. Temporal Extent
C. Latency
D. Repeatability

Step 1: Identify the concept being tested

This question tests your familiarity with fundamental properties and
dimensions of behavior.

Step 2: Analyze the question

This question asks the reader to identify the correct fundamental property
of behavior.

The correct answer is A. Temporal locus refers to the point in time a

behavior occurs. The fundamental properties of behavior are temporal
locus, temporal extent, and repeatability.

Incorrect answer choice explanations:

B. Temporal extent refers to the amount of time a behavior takes up. This is
another fundamental property of behavior.
C. Latency refers to the amount of time that lapses between the onset of a
stimulus and the behavior. This is not considered a fundamental property of
behavior but may be considered a dimension of behavior.
D. Repeatability is another fundamental property of behavior. Repeatability
refers to the way in which a behavior may be counted or how it can occur
repeatedly through time.

Task List 5 Section Area: S1-C Measurement, Data Display, and

Interpretation.
Task List 5 Section Item: C-4 Measure temporal dimensions of behavior
(e.g., duration, latency, interresponse time).

Question 16

A technician instructs his client to walk towards the bathroom. The client
begins walking in the direction of the bathroom, stops, and then slowly
walks toward a large box of new toys instead. The technician verbally
prompts the client to walk to the bathroom and also stands between the
client and the box. The client resumes walking towards the bathroom and
the technician follows along. Moments later, while walking, the client yells
and bites the technician's arm. The technician then physically prompts the
client to walk to the bathroom. The technician records ABC data: A) The
technician verbally instructed the client to go the bathroom, B) The client
yelled and bit the technician's arm, and C) The technician physically
prompted the client to continue walking to the bathroom. Which of the
following limitations of ABC narrative recording is evident in this scenario?
Select one:
A. The technician failed to include important antecedent details.
B. The technician did not describe the target behavior correctly.
C. The technician used subjective phrasing.
D. The technician did not follow a least-to-most prompting procedure.

Step 1: Identify the concept being tested

This question tests your understanding of ABC narrative recording
procedures and their limitations.

Step 2: Analyze the question

This question asks you to identify the issue with how the ABC narrative
recording is executed in the scenario. In the antecedent description, the
technician failed to note that he had redirected the client away from the box
of new toys.

The correct answer is A. The technician verbally redirected the client when
the client moved toward the box of toys, standing between the client and
the box. Although this occurred before the yelling and biting behavior
occurred, it was left out of the ABC data, which is not a correct application
of this assessment technique.

Incorrect answer choice explanations:

B. The technician described the target behavior, walking towards the
bathroom, clearly.
C. An example of a subjective phrase is "the client became angry." The
term "angry" cannot be measured or observed as a concrete behavior.
However, there is no subjective language used in this example. The
phrasing used was objective and defined in observable and measurable
terms.
D. Fidelity refers to the extent to which a procedure was implemented
correctly. This scenario is not concerned with the fidelity of either the
response blocking or prompting procedures.

Task List 5 Section Area: S2-F Behavior Assessment.

Task List 5 Section Item: F-7 Conduct a descriptive assessment of problem
behavior.
Question 17

A behavior analyst develops an intervention to increase a child's ability to

wait for desired items. The child successfully learns to wait for five minutes
before gaining access to preferred items and activities and does not display
problematic behavior during the waiting period. After witnessing the child's
success, the analyst discontinues the waiting program. A month later,
however, the child's parents report that the child is unable to wait for more
than five minutes whenever there is a long line at the drive-through. What
should the analyst have done to improve the outcome of this intervention?
Select one:
A. Taught behavior levels required by natural contingencies
B. Considered the different functions related to waiting
C. Taught the child to ask for a break
D. Taught the child how to communicate frustration

Step 1: Identify the concept being tested

This question tests your understanding of response maintenance within the
context of behavioral change procedures.

Step 2: Analyze the question

The analyst uses an intervention to teach the child to wait for up to five
minutes before accessing desired items. The primary goal of applied
behavior analysis is to teach socially significant behaviors. In everyday life,
there are many situations in which a child may have to wait more than five
minutes for a desired item or activity. The terminal goal of waiting for up to
five minutes does not align with the reality of the natural environment.
The correct answer is A. The child achieved an important goal by learning
how to wait up to five minutes before receiving a desired item. However, an
analyst must set terminal goals at levels required by natural contingencies.
There are many activities and situations that require a child to wait longer
than five minutes. The analyst should have continued the program
concomitant with longer and varied waiting intervals that closely replicate
everyday situations.

Incorrect answer choice explanations:

B. It is important for an analyst to understand the function of behavior to
treat the behavior. However, the issue is not that the analyst misjudged the
function of the child's behavior. The problem in the original intervention is
that the terminal goal did not account for the longer wait times that are
likely to arise in the natural environment.
C. Teaching the child to ask for a break would not be functionally
appropriate or relevant for the provided scenario.
D. Teaching the child how to communicate frustration may help the parent
better understand how the child feels. However, it is not likely to help the
child tolerate longer wait times, nor alleviate problem behaviors that occur
when in a situation that requires longer wait times.

Task List 5 Section Area: S2-G Behavior-Change Procedures.

Task List 5 Section Item: G-22 Use procedures to promote maintenance.

Question 18

All scientists presume that the universe is a lawful and orderly place in
which all phenomena occur as the results of other events. This statement
best describes which of the following philosophical assumptions?
Select one:
A. Empiricism
 B. Philosophic doubt
C. Determinism
D. Parsimony

Step 1: Identify the concept being tested

This question tests your knowledge of the philosophical assumptions
underlying the science of behavior analysis.

Step 2: Analyze the question

This question describes the understanding that all events occur as a result
of predictable relations, governed by the laws of science. The correct
answer will best describe this philosophical assumption.

The correct answer is C. Events in the universe are "related in systematic

ways to other factors, which are themselves physical phenomena
amenable to scientific investigation" (Cooper, Heron, Heward, 2019, p. 4).
This philosophical assumption is determinism. Determinism forms the basis
from which all scientific inquiry is possible.

Incorrect answer choice explanations:

A. Empiricism refers to the practice of objective observation and
measurement of the event of interest. Empiricism is another philosophical
assumption.
B. Philosophic doubt maintains that scientists must continually question the
truthfulness of what may be called fact. Additionally, scientists must
continue to change and replace their beliefs with new discoveries.
D. Parsimony is another attitude of science that requires all simple and
logical explanations for a phenomenon of interest be ruled out,
experimentally or conceptually, before considering more complex
explanations.
Task List 5 Section Area: S1-A Philosophical Underpinnings.
Task List 5 Section Item: A-2 Explain the philosophical assumptions
underlying the science of behavior analysis (e.g., selectionism,
determinism, empiricism, parsimony, pragmatism).

Question 19

After determining that it is within his level of competence, a behavior

analyst accepts a new case. His client is a ten-year-old child with
incontinence. Which of the following is the first step the analyst should take
in assessing the child's behavior?
Select one:
A. Conduct a functional analysis.
B. Ask the family if the child has been evaluated by a medical
professional.
C. Conduct an indirect functional assessment.
D. Increase the child's fluid consumption to observe the target behavior.

Step 1: Identify the concept being tested

This question tests your knowledge of the intake process when onboarding
new clients, as well as your knowledge of functional analysis and indirect
assessments.

Step 2: Analyze the question

Incontinence could be caused by medical or behavioral variables.
According to the BACB Professional and Ethical Compliance Code, when
there is a reasonable possibility that behavior may be influenced by an
underlying medical condition, analysts are required to recommend a
medical consultation (BACB, 2014, Section 3.02).
The correct answer is B. Before beginning any behavioral intervention, the
analyst needs to first verify that a medical professional is involved. It would
be counterproductive to begin behavioral assessment without first ruling out
a medical variable for the child's incontinence.

Incorrect answer choice explanations:

A. If the child's incontinence is influenced by behavioral factors, conducting
a functional analysis would help the analyst to determine the function of this
behavior. In this scenario, however, it is critical that the analyst first
investigate the possibility of a medical condition before conducting a
functional analysis.
C. Conducting an indirect functional assessment would involve structured
interviews, rating scales, and checklists to identify possible conditions in
the environment that correlate with the child's incontinence. While this may
be a valuable step to take later in the process, the analyst should first make
sure that the child has had an evaluation to assess any underlying medical
issues.
D. Increasing the child's fluid intake may be one step in an eventual
intervention package, but should not be attempted until the child has had a
medical evaluation.

Task List 5 Section Area: S2-F Behavior Assessment.

Task List 5 Section Item: F-1 Review records and available data (e.g.,
educational, medical, historical) at the outset of the case.

Question 20
A client is taught to match the written word "Florida" to a map of the state.
The client is then taught to match Florida's capital, the written word
"Tallahassee," to a map of the state. Which of the following actions
provides evidence that the client understands the transitive relationship
inherent in this example?
Select one:
 A. Matching the written word "Tallahassee" to the written word "Florida."
B. Matching the written word "Tallahassee" to the map of Florida.
C. Matching the map of Florida to the written word "Florida."
D. Matching the map of Florida with another identical map of Florida.

Step 1: Identify the concept being tested

This question tests your understanding of stimulus equivalence.

Step 2: Analyze the question

In this scenario, a client is taught to match the word "Florida" (A) to a map
of the state (B), or A=B. Then the client is taught to match the capital, the
word "Tallahassee" (C), to the map of the state (B), or C=B. If the client is
able to show, without additional training, that A=C or C=A, this would
demonstrate an understanding of the transitive relationship that exists
between the word "Florida" (A) and the word "Tallahassee" (C).

The correct answer is A. Matching the word "Tallahassee" (C) to the word
"Florida" (A) is a demonstration of the transitive relationship between the
two stimuli because it shows that C=A. Transitivity is a derived relation that
results from two other stimulus-stimulus relations (if A=B and B=C, then
A=C). Transitivity is not explicitly taught, but can be inferred through an
understanding of the other stimulus relationships.

Incorrect answer choice explanations:

B. Matching the word "Tallahassee" to the map (B) demonstrates the
relationship C=B, which is the reverse of a relationship that was taught in
the scenario. This is an example of symmetry, a form of stimulus
equivalence that demonstrates the reversibility of a matched stimulus (if
B=C, then C=B).
C. Matching the map (B) to the word "Florida" (A) demonstrates the
relationship B=A, which reverses the stimulus relationship taught in the
scenario, A=B. This is another example of symmetry.
D. Matching a map of Florida (B) to another identical map (B) demonstrates
the relationship B=B, which is an example of reflexivity, not transitivity.

Task List 5 Section Area: S2-G Behavior-Change Procedures.

Task List 5 Section Item: G-12 Use equivalence-based instruction.