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BEHP 5016 COPY > ASRs Unit 2 > Flashcards

ASRs Unit 2 Flashcards

1
Q

When behavior analysts function as supervisors, they are responsible for _____ facets of this undertaking.

All

Strictly the client related

Only the clinical

Only the task-list related

A

All

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2
Q

BCBA Jamal is supervising Micah’s performance as a BCaBA. He reviews all of Micah’s charts and data every meeting, and asks Micah to share information about each of his consumers, including family information, medical/psychiatric evaluations, etc. By doing so, Jamal is:

Acting appropriately as Micah’s supervisor

Breaking both the ethics code and, most likely, the law

Asking Micah to violate the confidentiality code element

Violating the Code element on maintaining proper records

A

Acting appropriately as Micah’s supervisor

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3
Q

Which of the following is not a type of supervision listed by the BACB® for meeting certification requirements?

Within-agency supervision

None; all of these are acceptable types of supervision according to the BACB ®

University practicum supervision

Independent supervision

A

None; all of these are acceptable types of supervision according to the BACB ®

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4
Q

Individuals seeking BACB certification may not receive supervision from:

Relatives

Teachers

Employers

External consultants

A

Relatives

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5
Q

Who can provide supervision (in ABA) to an individual working toward obtaining certification as a BCaBA through working at an agency that provides behavioral services?

X = An external consultant with a BCBA
Y = The BCBA-D who runs the agency
Z = A BCaBA at the agency

Y and Z only

X and Z only

X and Y only

X, Y, and Z

A

X and Y only

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6
Q

Competence of supervision in ABA should be considered as being based on (i.e., commensurate with) all of the following, except:

Training

Education

Experience

Understanding

A

Understanding

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7
Q

When it becomes apparent that a supervisee’s case is beyond the supervisor’s area of expertise, which of the following actions on the part of the supervisor would not be ethically sufficient, in and of itself, as the singular response to the situation?

Each of the above responses would be sufficient on its own as an ethical course of action.

Review the literature and attend continuing education events to develop competency in this area.

Collaborate with a competent colleague to supervise the case under their guidance.

Refer the supervisee to another colleague who has expertise in the required area.

A

Review the literature and attend continuing education events to develop competency in this area.

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8
Q

A BCBA supervisor asks a supervisee to complete a task that is part of the BACB task list, but discovers that the skills to perform this task are not currently in the supervisee’s repertoire. The supervisor has the responsibility to:

Insure client safety by releasing that supervisee, and replacing him or her with someone who has the requisite skills.

Monitor, but otherwise take no specific action; the supervisee has the responsibility to learn the necessary skills, and manage the task.

Provide the supervisee with the appropriate environmental conditions and support for learning the necessary skills

Assign the task to a different individual who has the requisite skills, and only direct the supervisee to engage in tasks in which he or she is already fluent.

A

Provide the supervisee with the appropriate environmental conditions and support for learning the necessary skills

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9
Q

Jamie has her own agency, which provides services to individuals with behavior problems. One day, she receives a referral for a young child who refuses to eat solid foods. Jamie asks Andrea, one of her supervisees, to develop a treatment plan for this child. Because Jamie is aware that Andrea has never worked with feeding disorders, she gives Andrea a couple of books to read before she takes this case. Does Jamie directly violate any Code element in this scenario? If so, which one?

Yes; Code element 5.02 Supervisory volume

No; All code elements are being respected in this scenario

Yes; Code element 5.03 Supervisory delegation

Yes; Code element 5.01 Supervisory competence

A

Yes; Code element 5.03 Supervisory delegation

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10
Q

Tex, a new BCBA at a small behavioral services agency, asks his supervisee Andrew to email him the most recent graphs of a client’s target behaviors. The next day, Tex finds an email from Andrew with an attachment: a scanned copy of several hand-drawn graphs. During their next supervisory meeting, Tex discovers that Andrew has never used a computer to create graphs before, but that Andrew does use the licensed copy of Microsoft Office on his computer for a variety of other tasks (word processing, creating data sheets, etc.). Which of the following would be the LEAST appropriate supervisory approach for Tex to take regarding Andrew’s skill deficiency in computer-based graphing?

Have Andrew enroll in an Excel training course, at the agency’s expense, and have Andrew convert his hand-drawn graphs to computer-based graphs by an agreed upon date.

Refer Andrew to another BCaBA within the agency (that Tex supervises), who is fluent in Excel and would be happy to train Andrew how to graph by computer.

Meet with Andrew to assist him in learning how to use Microsoft Excel to create line graphs.

Simply thank Andrew for sending the graphs quickly. Not being able to graph by computer is not a problem, so long as the graphs are structured correctly, contain all necessary information, are timely, and accurate.

A

Simply thank Andrew for sending the graphs quickly. Not being able to graph by computer is not a problem, so long as the graphs are structured correctly, contain all necessary information, are timely, and accurate.

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11
Q

According to the BACB® Code Element 5.04: Designing Effective Supervision and Training, Applied Behavior Analysis supervisors should design training programs which meet all of the following requirements, except that they do not need to:

Be behavior analytic in content

Meet the requirements for well defined goals

Comply with licensure requirements in all states

Be ethically and effectively designed

A

Comply with licensure requirements in all states

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12
Q

Cathy began working at a behavioral services agency 3 months ago. Lila, a BCBA-D who is the director of the agency, promised Cathy that her position at the agency would provide her the supervision and experience necessary to meet all requirements for certification as a BCBA. However, Cathy has spent most of her time filing datasheets, organizing teaching materials, answering phone calls regarding potential new clients, and proof-reading the behavior programs of other behavior analysts. Her supervision sessions with Lila focus on her work around the office, and are regularly interrupted by Lila answering the phone, and checking her email. Which, if any Code element does it appear that has Lila violated in this scenario?

  1. 01 Supervisory Competence
  2. 04 Designing Effective Supervision and Training
  3. 02 Supervisory Volume

None; Lila is effectively focused on teaching Cathy some pre-requisite skills supervisees must learn

A

5.04 Designing Effective Supervision and Training

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13
Q

At what point should the supervising behavior analyst first provide a list of supervision objectives to the supervisee?

Upon request from the supervisee

Once the supervisor determines the individual needs of the supervisee

Once the supervisee signs a contract to receive supervision

Prior to the initiation of supervision

A

Prior to the initiation of supervision

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14
Q

Objectives that best meet the BACB® requirements for behavior analytic supervision are almost always _____ objectives.

Academically-oriented

Self-monitored

Competency-based

Long-term

A

Competency-based

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15
Q

Janine, a BCBA, is Ken’s supervisor. Which of the following is an example of feedback that will most likely improve or maintain Ken’s performance?

Janine says, “Great job, Ken” when Ken performs to a standard.

When Ken performs a task correctly, Janine praises Ken’s specific actions within 10 seconds

Ken receives a monthly face-to-face evaluation from Janine on his specific and overall performance

Janine warns Ken about the likelihood of corrective or disciplinary action, should his performance be substandard

A

When Ken performs a task correctly, Janine praises Ken’s specific actions within 10 seconds

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16
Q

The effects of supervision can (and should) be evaluated at the level of the supervisor, the supervisee, and the

Mentor

Employee

Behavior

Client

A

Client

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17
Q

Effective behavior analytic supervision typically includes:

X = Quarterly probes of the supervisee’s willingness to participate
Y = Oversight and evaluation of the effects of service delivery
Z = Review of salient written materials (e.g., programs, data sheets)

X, Y, and Z

X and Z only

X and Y only

Y and Z only

A

Y and Z only

18
Q

What is one reason that the BACB® has set 30 hours of supervised work experience per week as the maximum number of hours per week that an applicant may claim?

Work hours in a 40-hour work week often include clerical and other non-behavior analytic tasks, which should not be claimed as part of supervised experience hours

More than 30 hours per week in providing behavior services is excessive for a supervisee, and is not encouraged

The BACB prefers that supervisees take longer to complete their supervision requirement so they can mature as behavior analysts over time

This protects the supervisor from spending too much time with any individual supervisee, and allows for a supervisor to supervise more individuals.

A

Work hours in a 40-hour work week often include clerical and other non-behavior analytic tasks, which should not be claimed as part of supervised experience hours

19
Q

Which of the following instructional methods makes the most practical sense in terms of providing a supervisee with effective supervision, especially when learning clinical techniques?

Behavior Skills Training (BST)

Personalized System of Instruction (PSI)

Instructional Technology (IT)

Direct Instruction (DI)

A

Behavior Skills Training (BST)

20
Q

According to Dr. LeBlanc, the purpose of teaching professionalism and ethics is to prepare the behavior analyst to be mainly _____ in addressing a variety of ethical dilemmas.

Reactive

Retrospective

Retroactive

Proactive

A

Proactive

21
Q

Joan is a behavior technician who is seeking certification as a BCaBA. Her supervisor, Adam, is required to be familiar with and supervise _____ of her caseload to ensure her ethical and competent practice.

5%

50%

10%

100%

A

100%

22
Q

Which of the following would not be an acceptable type of supervisor-supervisee relationship for an individual seeking experience to become a BCBA?

Employer - employee

Instructor - student

Employee - Employer

Contracted provider - supervisee

A

Employee - Employer

23
Q

The Professional and Ethical Compliance Code for Behavior Analysts indicates that a supervisor can take on no more than _____ supervisees, due to the volume of activity required to provide adequate supervision.

5

15

10

None of the above – no actual number is specified in the Code

A

None of the above – no actual number is specified in the Code

24
Q

Which of the following individuals could provide supervision for an individual seeking BACB® Certification?

An OBM professional who uses ABA in business settings but has not maintained their certification

A BCBA clinical director of an agency who is the brother-in-law of the supervisee

A BCaBA who has many years of experience working in early intervention

A social worker that obtained a BCBA when the requirements were different, but has maintained the BCBA certification

A

A social worker that obtained a BCBA when the requirements were different, but has maintained the BCBA certification

25
Q

For behavior analysts, which of these is considered to be one element in a definition of professional competence?

Confidence

Instinct

Experience

Familiarity

A

Experience

26
Q

Gina is a BCBA who has worked for most of her career with children diagnosed with autism spectrum disorder. One of her new practicum students found a position at a group home for adults with intellectual disabilities. Gina should:

Review the literature on applications of ABA in this population with the student, to build her own expertise in this area

Ensure that she works onsite along with this student, to build her own expertise as she supervises the client

Refer the student to another colleague who has competence in this area

Supervise her student regardless of the prospective client’s diagnosis, as the principles of behavior are universal

A

Refer the student to another colleague who has competence in this area

27
Q

According to Guideline 5.0 Behavior Analysts as Supervisors, behavior analysts should delegate responsibilities and tasks to individuals in training based on their level of:

Commitment

Any of these

Competency

Enthusiasm

A

Competency

28
Q

Donna works for an agency that provides services to children with autism. She has worked for a year implementing programs written by BCBAs and BCaBAs. Recently, she began taking courses in ABA, and approached her agency supervisor (a BCBA), requesting that she begin receiving formal supervision (towards becoming certified). Almost immediately, her supervisor asked her to independently complete a full intake and pre-treatment functional assessment for a new client. Donna had not participated in these types of tasks in the past, her job having consisted of implementing pre-approved programs, under close supervision. What is wrong with this scenario, and what should have transpired?

The supervisor should not have asked Donna to open the new case. She does not have the appropriate experience. The supervisor should only assign Donna to implement programs.

Donna should have never sought supervised experience until she had finished all of her courses in ABA. She should wait to get supervised experience until she passes her course on developing, strengthening, and maintaining behavior.

The supervisor should not have asked Donna to open a new case without having appropriate experience and training. The supervisor must work with Donna, teach these skills, and only then allow Donna to do these tasks independently.

There is nothing wrong with this scenario. Donna must learn how do to these new tasks, and the best way to learn is by doing.

A

The supervisor should not have asked Donna to open a new case without having appropriate experience and training. The supervisor must work with Donna, teach these skills, and only then allow Donna to do these tasks independently.

29
Q

Amy, a BCBA, is conducting some ABA-based research and needs assistance in collecting data to evaluate Inter-Observer Agreement (IOA). She asks a couple of the top students in her class on “Measurement and Assessment” to help with this task. These students have no prior experience in collecting IOA data. Amy should:

Have the students review the IOA section in their textbook and complete all study questions (practice examples at the end of the textbook chapter), and then have them begin collecting data

Make sure they do not receive any specific training on IOA data collection, especially in relation to this specific case, to avoid a potential practice effect

Avoid direct monitoring of the students’ collection of IOA data, to prevent a skewing of the data due to an expectancy effect

Provide the students with direct, hands-on training in IOA data collection, evaluate their performance, and if acceptable, have them begin to assist

A

Provide the students with direct, hands-on training in IOA data collection, evaluate their performance, and if acceptable, have them begin to assist

30
Q

The Behavior Analyst Certification Board requires supervisors to design training programs that:

X = Are behavior-analytic in content
Y = Meet the requirements to achieve the goals they claim
Z = Are effectively and ethically designed

X, Y, and Z

X and Y only

X and Z only

Y and Z only

A

X, Y, and Z

31
Q

Which of the following types of training would be most effective in providing supervision and training to a supervisee who was trying to develop a particular clinical skill?

Behavior Skills Training (BST)

Discrete Trial Training (DTT)

Excellence in Behavior Training (EIB)

Direct Instruction training (DI)

A

Behavior Skills Training (BST)

32
Q

At the very beginning of a supervisory relationship, a behavior analyst should:

Provide a clear description of the objectives

Set a date certain when supervision will be completed

Conduct a pre-test to use as baseline to evaluate the effectiveness of teaching

All of these answers are correct

A

Provide a clear description of the objectives

33
Q

Emily uses a “supervisory spreadsheet” that contains all of the BACB® task list items by section, and through which she communicates the results of her monitoring/evaluation of the supervisee in the workplace. It indicates when a competency is met, and how that determination was made (observation, work sample, etc). Each supervisee’s spreadsheet is saved online, updated every night by 11pm, and the supervisee can access his or her own spreadsheet at anytime. Emily requires that, for several of the competencies, the supervisee self-document meeting the requirement, and then check with her so that she can agree and verify. This system seems to represent ALL of the following aspects of effective feedback, except:

Individualized

Specific

Immediate

Focused on improvement

A

Immediate

34
Q

Amber’s supervisor tells her that they can write the objectives as they meet them on a weekly basis, since it is difficult to predict what tasks will be relevant for clients beforehand. Is a code element being violated in this scenario? If so, which one?

Yes; Code element 5.03 Supervisory Delegation

No; There is no indication that a Code element is being violated

Yes; Code element 5.05 Communication of Supervision Conditions

Yes; Code element 5.01 Supervisory Competence

A

Yes; Code element 5.05 Communication of Supervision Conditions

35
Q

Which of the following are attributes of effective feedback (i.e., feedback most likely to be beneficial to a supervisee)? The feedback should …

X = Be Specific
Y = Be paired with corrective/disciplinary action
Z = Happen frequently

X and Z only

X, Y, and Z

X and Y only

Y and Z only

A

X and Z only

36
Q

Which of the following examples of Tom providing feedback to his supervisee, Dan, is most likely to help in improving Dan’s performance?

When Dan issues a second verbal prompt to a client, Tom immediately gets the attention of all the staff in the room and reminds them that least-to-most prompting means that Dan should have issued a physical prompt when the first verbal prompt was ineffective.

When Dan turns in a behavior plan, Tom goes over it with Dan, praising the well-described functional assessment summary, and selection of a proper function-based strategy.

Tom fills out Dan’s BACB Experience Supervision form immediately after the supervision meeting, and marks all the items as “satisfactory”.

Tom meets with Dan once every two weeks to review his data, and nods in approval at his client’s progress.

A

When Dan turns in a behavior plan, Tom goes over it with Dan, praising the well-described functional assessment summary, and selection of a proper function-based strategy.

37
Q

Which of these would be an example of a measure of supervision effectiveness at the supervisee level?

A satisfaction rating of “excellent” from the client’s family

Mastering all of the outlined competencies under section B. “Experimental Design”

A client meeting all of the behavior plan objectives

Scheduling supervision case review meetings

A

Mastering all of the outlined competencies under section B. “Experimental Design”

38
Q

A supervision contract must include:

A description of the appropriate activities and instructional objectives

Notarized signatures of the involved parties

A start and end date for the agreement

A waiver of liability, releasing the supervisor from responsibility for any harm to the client

A

A description of the appropriate activities and instructional objectives

39
Q

All of the following are critical components of an effective training in professionalism and ethics for behavior analysts, EXCEPT:

Providing immediate support

Training by objectives

Promoting continuous discussion

Engaging in disciplinary action

A

Engaging in disciplinary action

40
Q

Which of the following would be an appropriate description of a mentor?

X = A person who teaches a college level course
Y = A person who teaches or gives help and advice to a less experienced person
Z = A trusted counselor or guide

X and Y only

X and Z only

Y and Z only

X, Y, and Z

A

Y and Z only

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