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This quiz focuses on applied behavior analysis (aba) principles and their application in real-world scenarios. It covers key concepts like function-based diagnostic categories, intervention strategies, and reinforcement principles. The quiz presents various case studies and scenarios, requiring students to identify the function of behavior, select appropriate replacement behaviors, and develop intervention plans. It is a valuable resource for students studying aba, particularly those interested in understanding the practical application of these principles.
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Attempt Time Score LATEST Attempt 1 47 minutes 13 out of 30 * * Some questions not yet graded Correct answers are hidden.
Submitted Apr 6 at 3:46pm This attempt took 47 minutes.
Identify a length of time that you want the individual not to perform the behavior. The nonoccurrence of the target behavior for a set time period provides escape/ or avoidance of the aversive event (either by request or by direction of staff). Tolerance Training option Alternate direct escape form Escape mand Premack contingency option Question 2
Maddie is a bright student who is the “class clown”. She will yell out answers in class. She will also yell out questions while the teacher is lecturing. In addition, she makes off color jokes to get other students to laugh. Identify the diagnostic code for the problem behavior, replacement behavior options, and an intervention plan you would use to address her problem behavior. Be sure your replacement behavior matches the function of the problem behavior. Your Answer: Attention is the driving force behind the problem behavior. The diagnostic code for peer attention is SMA-2.2. Replacing Maddie's behavior could involve rewarding her each time she raises her hand to speak in class, reinforcing her when she doesn't ask questions during a lecture, and teaching other students to ignore her inappropriate jokes. I would put Maddie on a DRA— reinforcement of an alternative behavior while withholding reinforcement for improper conduct as part of an intervention strategy. Maddie will be told to raise her hand each time she speaks up in class. Even if she shouted out the answer and it was right, she won't get any credit for it. Even if she gives a wrong answer, she will only receive reinforcement if she raises her hand to speak. For all of her color jokes, she will be disregarded, and the other kids who choose not to laugh or pay attention will be reinforced. Question 3
In __________, the client is taught to forgo engaging in the target behavior that is producing reinforcement for a designated amount of time. Fulfilling this requirement is the contingency for authorized access to the sensory or tangible reinforcer.
Alternate Direct Access Form option Question 6
Match the statement to the most closely associated function-based diagnostic category. 1.1 DA—immediate sensory stimuli Four year old Sam masturbates when no one is looking 2.1 SMA—adult attention Jennifer's belching continues until her care provider tells her to stop. 2.2 SMA—peer attention Tessa making faces behind her bosses back which always makes her co-workers laugh. 2.3 SMA—tangible reinforcer Jim snatches the chips from his mom when he wants more. 3.1 DE—unpleasant social situations Ella runs away from other kids when they talk to her. 3.4 DE—aversive physical stimuli/events Matt turns the light out when he gets a migraine. 4.3 SME—relatively difficult tasks/chores Jackie is sent to time out during her advanced bio class. 4.4 SME—aversive physical stimuli/event Jack yells for dad when his brother wrestles too roughly. Question 7
One of the characteristics of a function-based diagnostic classification system is ____________ Assessment phase concludes with diagnosis phase, in which a function-based category is selected
DSM diagnosis generates a hypothesis that drives the assessment phase Assessment phase concludes with the selection of a function based treatment Diagnosis phase concludes with assessment phase, in which a function-based category is selected Question 8
Terry is a three year old who is attending preschool. He has had increasing incidents of biting other children in preschool. When he started preschool three months ago, he had one to two incidents of biting per week. Now the problem behavior has increased to 3-10 incidents per day. After completing a functional behavior assessment, the diagnostic code has been termined to be 2.2 SMA peer attention. Identify an appropriate replacement behavior option and how you would implement the strategy. Your Answer: Terry and I would concentrate on functional communication training so he could appropriately begin and attract the attention of his peers. If the child can talk, we could teach him how to say "play" or teach him gestures like tapping on the shoulder. I would then give the person supporting Terry instructions to praise him and, if necessary, prompt him or her to initiate appropriate peer attention. This would allow Terry to play with his or her classmates right away. Furthermore, I would closely monitor Terry while he is with peers to make sure he doesn't get the chance to bite and to take him away from peers if he does. Question 9
The ____________ requires some low probability behavior (e.g., completion of a task) to occur prior to the client being allowed to request access to the high probability behavior, that is, the desired sensory reinforcer. DRH Premack contingency DRC
During free time when there is lots of noise in the classroom Becky is likely to isolate herself in a corner, rock and hit her head with her fists. Identify the diagnostic code for the problem behavior, replacement behavior options, and an intervention plan you would use to address his problem behavior. Be sure your replacement behavior matches the function of the problem behavior. Your Answer: Diagnostic code: DE 3.4 Direct Escape Aversive Physical Stimuli Replacement behavior: Wearing noise-canceling headphones is an other method of replacing the DE form. Plan of intervention: Noise-canceling headphones must to be given to Becky and kept in a convenient location for her to access during the day. When teaching Becky how to use her headphones, the headphones should be given to her prior to the start of free time and put on her head before she participates in the problematic behavior. This will break the chain of bad behavior. By teaching Becky to use noise-canceling headphones during high-stimulation and noisy environments, you can help her cope with physically uncomfortable stimuli and reduce her problem behavior. Question 13
Cali is a seven year old male student in second grade who started screaming one day when the principal walks into the room. Immediately the paraprofessional comes over to pat his back and talk softly to him. Simultaneously, the principal rolled his eyes and walks out of the room. Cali immediately stopped screaming when both these events happened. Now whenever the principal walks in the room, Cali starts screaming until the para provides the patting of his back and talking softly and the principal leaves. One day when the paraprofessional was not there, Cali kept screaming until the principal left. You are doing a practicum experience in the classroom and are unsure whether it is being maintained by positive reinforcement or negative reinforcement. The BCBA supervising you asks you to explain this in writing so you can discuss it at your next supervision meeting. Specifically, you should identify all three of the following: how Cali's behavior may be being maintained by positive reinforcement, how it may be being maintained by negative reinforcement, what steps you would take next to determine which is maintaining it. You must address all three parts to get full credit. Your Answer: His paraprofessional comes up to Cali when he starts to scream and gives him a pat on the back while speaking softly to him. Positive reinforcement in the shape of affectionate pats on the back
from his paraprofessional can help Cali maintain his shouting behavior. Cali starts crying as soon as the principal walks into the room, and she keeps crying until he leaves. Cali's behavior, which include yelling, could continue if his principal's departure serves as a deterrent. The principal may be unpleasant to Cali, and she may have learned that if she yells, he will leave the room and she won't have to be in close proximity to him. Whether the paraprofessional is there to pat him on the back and comfort him, or not, Cali starts screaming as soon as the principal walks into the classroom and stops when the principal leaves. It is evident that escape is sustaining the action. The next step is to observe whether continuing to capture the paraprofessional's attention maintains the behavior in the absence of the activity. I'll ask the paraprofessional to stop petting Cali on the back and having gentle conversations with him, and I'll ask the principal to skip going to his room for the entire day in order to see if Cali continues the screaming behavior. I would wait for the paraprofessional to approach Cali and give him a slap on the back before attempting to stop him from screaming. Question 14
Tara is a BCBA working in a school implementing Schoolwide Positive Behavior Support. The treatment plan for the school included adding established procedures for walking in the hallway, which was where most problem behavior occurred. Hallway monitors provide reinforcement tickets to classes that walk correctly in the hallway. The class with the most tickets each week earns a prize ribbon posted on their door. Any class that earns a minimum of four tickets per week is also entered in a drawing for 15 minutes extra recess or gym time each week. However, One hallway monitor has started varying the procedures for treatment and is now giving out tickets for behaviors other than walking correctly and is taking away tickets from classes that make her mad or in one case, the kindergarten teacher made her mad and the next time she saw that class in the lunchroom she said you are too loud and took a ticket from them. As a result, the number of reinforcement tickets for some classes has increased, teachers are complaining that tickets are not supposed to be taken away from their class, and a class of kindergartners is still crying over their ticket being taken away when they walked the right way in the hall. Which of the following has been compromised in the treatment procedures established for the hallway by the hallway monitor varying the established procedures? Treatment fidelity negative reinforcement procedures token economy interobserver agreement Yes Treatment fidelity is the correct answer
Tell Mrs Andrews to give Allison the normal tokens for all appropriate behavior and ask her to estimate which ones were for social interactions Scheduling a meeting with the principal and Mrs Andrews to have the principal tell her she must take the data on the clipboard daily during center time Quiz Score: 13 out of 30 PreviousNext
