BCAT Exam Flashcards by Sarah Bodkin

Autism is a:
A: neurodevelopmental disorder
B: Mood disorder
C: metabolic disorder

A: neurodevelopmental disorder

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ASD is characterized by:
A: “difficulties with reading, writing, and math”
B: “difficulties with social interaction, communication, and repetitive behaviors”
C: “difficulties with communication, acting out, and academics”
D: “difficulties with following instructions and self-harming”

B: difficulties with social interaction, communication, and repetitive behaviors”

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T/F: ABA is the cure for autism

False

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The three term contingency is:
A: Antecedent Behavior Consequence
B: Lions Tigers Bears
C: Environmental event-behavior-consequence
D: antecedent behavior reward

A: Antecedent Behavior Consequence

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Behavior must
A: Occur outside of the person
B: Be observable by another person
C: be defined as good or bad
D: A and B

D: A and B (Occur outside of the person, and be observable by another person)

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We seek to understand how ___________ influence the occurrence of behavior:
A: Everything
B: private events
C: environmental events
D: rewards

C: environmental events

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Which is NOT an area we would work on with our clients?
A: Hitting classmates
B: Communication
C: feeling angry
D: difficulty with social interaction

C: feeling angry

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Frequency is:
A: the length of time it takes to START a behavior after the instruction is given
B: assigning numbers to different prompt levels
C: the number of times the behavior occurs
D: the length of time that a behavior occurs

C: the number of times the behavior occurs

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ABC data
A: “Records the antecedent, behavior, and consequence of problem behaviors”
B: Is when the target behaviors occur
C: The length of time a behavior occurs
D: The ratio of number of times a behavior occurs per unit of time

A: Records the antecedent, behavior, and consequence of problem behaviors

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Whole-Interval Time Sampling
A: records the antecedent, behavior, and consequence of problem behaviors
B: the target behavior is recorded as a (+) if occurs throughout the entire interval
C: The length of time a behavior occurs
D: The length of time it takes to start a behavior

B: the target behavior is recorded as a (+) if occurs throughout the entire interval

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Rate:
A: the behavior is recorded as a (+) if occurs at least once at any point during the interval
B: The number of times the behavior occurs
C: Assigns numbers to different prompt levels
D: The ratio of number of times a behavior occurs per unit of time

D: The ratio of number of times a behavior occurs per unit of time.

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Percent
A: count of behavior/number of opportunities x100
B: the ratio of number of times a behavior occurs per unit of time
C: the number of times a behavior occurs

A: count of behavior/number of opportunities x100

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Scatterplot:
A: The length of time a behavior occurs
B: the number of times a behavior occurs
C: when the target behavior occurs
D: the behavior is recorded as a (+) if occurs at least once at any point during the interval

C: when the target behavior occurs

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Duration:
A: the ratio of number of times a behavior occurs per unit of time
B: the length of time it takes to start a behavior after instruction is given:
C: the number of times the behavior occurs
D: the length of time a behavior occurs

D: the length of time a behavior occurs

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Prompt level:
A: When the target behavior occurs
B: Assigning numbers to different prompt levels
C: Count of behavior/number of opportunities x100
D: “records the antecedent, behavior, and consequence of problem behaviors”

B: assigning the numbers to different prompt levels

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partial interval time sampling
A: the behavior is recorded as a (+) if occurs at least once at any point during the interval
B: the target behavior is recorded as a (+) if occurs throughout the entire interval
C: the time it takes to STARt a behavior after the instruction is given
D: the number of times a behavior occurs

A: the behavior is recorded as a (+) if occurs at least once at any point during the interval

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Latency:
A: the length of time that a behavior occurs
b: when the behavior occurs
C: the length of time it takes to START a behavior after instruction is given
D: count of behavior/number of opportunities x100

C: the length of time it takes to START a behavior after instruction is given

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T/F: Positive reinforcement is when you add a stimulus to the environment to increase the future frequency of that behavior

True

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T/F: Low effort responses should receive the most powerful reinforcers.

False

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Positive reinforcement should be delivered:

A. Immediately after the desired behavior
B. at the end of the session
C. After you record the data

A. Immediately after the desired behavior

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The following is an example of an unconditioned reinforcer:

A. TV
B. Food
C. Iphone
D. Bubbles

B: Food

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Erica correctly answered 10 math problems. What is an example of a behavior specific praise statement?

A. “Good job”
B. “All done”
C. “Great work on your math problems, Erica”
D. “Erica, awesome!”

C. “Great work on your math problems, Erica”

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What is the best way to determine what items to use as a reinforcer during the session?

A. Ask the parents
B. Give them M & Ms because you know they like them
C. Use whatever toys are in your bag
D. Conduct a preference assessment

D: Conduct a preference assessment

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A conditioned reinforcer is a reinforcer that is not learned

A. TRUE
B. FALSE

False

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Negative reinforcement is the same thing as punishment A. True B. False

False

Scratching a bug bite is an example of negative reinforcement A. True B. False

False

Yelling "no talking" to a group of noisy students is an example of negative reinforcement. A. True B. False

False

You should use intermittent reinforcement when teaching a new skill. A. True B. False

False

Pressing 'start' on the microwave and the microwave beginning is on what type of schedule of reinforcement? A. continuous reinforcement B. intermittent reinforcement

a: continuous reinforcement

A schedule of reinforcement tells you: A. When to deliver a reinforcement B. What reinforcer to deliver

A. When to deliver a reinforcement

A schedule of reinforcement tells you: A. When to deliver a reinforcement B. What reinforcer to deliver

A. When to deliver a reinforcement

What produces a post-reinforcement pause? A. FI B. VI C. FR D. VR

A & C

Delivery of reinforcement after every 5 baskets made during a game is an example of what type of schedule of reinforcement? A. FI B. VI C. FR D. VR

C: FR

Checking your email throughout the day is maintained by what schedule of reinforcement? A. FI B. VI C. FR D. VR

B. VI

Variable schedules of reinforcement produce steady rates of responding A. TRUE B. FALSE

True

Tokens can be exchanged for: A. candy B. toys C. breaks D. all of the above

D. all of the above

Tokens should be delivered immediately after the desired behavior A. TRUE B. FALSE

true

Providing tokens for the first correct response after 12 minutes is on what schedule of reinforcement? A. FI 12 B. VI 12 C. FR 12 D. VR 12

A. FI 12

During extinction, a previously reinforced behavior is no longer followed by a reinforcer, and the behavior____________ in the future. A. decreases B. increases C. stays the same

A. decreases

During an extinction burst, the behavior may temporarily increase in ____________, ______________, or _____________. A. frequency, duration or intensity B. "rate, length, force" C. "frequency, rate, duration" D. all the above

A. frequency, duration or intensity

_______________ is when a previously extinguished behavior occurs again in the future. A. Impromptu recovery B. Voluntary recovery C. Spontaneous recovery D. Impulsive recovery

C. Spontaneous recovery

A behavior will decrease more quickly after continuous reinforcement rather than intermittent reinforcement A. TRUE B. FALSE

true

In extinction of a positively reinforced behavior, the ______________ is no longer delivered after the behavior. A. reinforcer B. baseline C. dependent variable D. antecedent

A: reinforcer

When using differential reinforcement to reduce problem behavior, the clinician provides _________ for appropriate behavior and __________ for problem behavior. A. "reinforcement; punishment" B. "punishment; withholds reinforcement (extinction)" C. "reinforcement; reprimands" D. reinforcement; withholds reinforcement (extinction)"

D. reinforcement; withholds reinforcement (extinction)"

If you are using a differential reinforcement procedure, you are using extinction. This means you ignore the client when they engage in problem behavior as long as the behavior does not escalate to a crisis behavior (continuos severe aggression, property destruction, self injurious behavior) A. TRUE B. FALSE

true

Your client often engages in aggression when you place a demand on him (e.g., tell him to sit at the table, clean up, etc.). The behavior intervention plan includes a DRA and provides instructions on how to reinforce compliance (e.g., when he does sit down or clean up, give him access to a favorite toy). What is missing? A. Description of a punishment procedure B. Instructions on what the parents should do C. Description of an extinction procedure D. Description of reinforcement procedure

C: description of an extinction procedure

What are the essential components of a skill acquisition program: A. Target Goal B. Data Collection Method C. Teaching procedures D. All of the above

D. all of the above

Which teaching procedure is therapist directed, structured, and uses contrived reinforcers? A. Natural environment teaching B. Discrete Trial Training C. Shaping D. Differential reinforcement

B. Discrete Trial Training

What teaching procedure uses the ABC contingency to teach goals? A. Natural environment teaching B. Discrete Trial Training C. No-No Prompting D. Both A and B

D. Both A and B

RBT's can deviate from the plan or design their own interventions. A. TRUE B. FALSE

False

The most effective interventions combine both Natural Environment Training (NET) and Discrete Trial Teaching (DTT) A. TRUE B. FALSE

true

Stimulus control is when a response is more likely to occur in the presence of a certain stimulus A. TRUE B. FALSE

true

You put three pictures on the table in front of your client: a car, a block, and a dog. Then, you say "Point to dog." If your client points to the dog you say "YAY!" and give them a preferred toy. If they point to the car or the block, you do not say anything and move on to another trial. This lesson (delivering reinforcement for the correct response, no reinforcement for incorrect response) will result in: A. Stimulus fading B. Stimulus control C. Response control D. Response analysis

B. stimulus control

When Julie sees her friend Carlos, she says "Carlos!" and Carlos looks at Julie and says "Hi, Julie!" When Julie sees her friend Tina, she says "Carlos!" and Tina does not look at Julie or say hi. These consequences will eventually lead to Julie only saying "Carlos" when Carlos is present, meaning her response of saying "Carlos" is now under stimulus control. A. TRUE B. FALSE

true

Which of the following factors is NOT involved in discrimination training? A. Client Response B. Punishment C. Reinforcement D. Discriminative Stimulus

B. punishment

During discrimination training, the RBT provides reinforcement when: A. "The picture of the car is present when the client says "car"" B. "The picture of the bike is present when the client says "car"" C. "The picture of the bike is present when the client says "bike"" D. Both A and C

D. Both A and C

You are teaching a client to respond correctly to the instruction "sit down." On your first trial you say "sit down" and the client begins running around the room. What consequence should you provide? A. Give him a high five B. "Say "great job" and move on" C. Say nothing and move on D. "Say "that's bad" and tell his parents?"

C. Say nothing and move on

A prompt is a response the client makes before making the correct response to a question. A. TRUE B. FALSE

false

Which of the following is NOT a type of prompt? A. Gesture B. Physical C. Imitation D. Model

C. Imitation

What is most-to-least prompting? A. Presenting a stimulus the most amount of times to the least amount B. Letting the client make the most amount of errors to the least amount of errors C. Beginning with the least intrusive prompt and working up to the most intrusive prompt D. Beginning with the most intrusive prompt and working up to the least intrusive prompt

D. Beginning with the most intrusive prompt and working up to the least intrusive prompt

Prompt dependency is always the client's fault because they know being is easier than responding correctly A. TRUE B. FALSE

B. False

Which of the following is NOT a way to prevent prompt dependency? A. Fade prompts as quickly as possible B. Mix new targets and mastered targets C. Ask client if they are ready for the prompt to be faded D. Use the correct prompt type

C. Ask client if they are ready for the prompt to be faded

Which of the following is NOT an example of a skill taught via task analysis? A. Washing Hands B. Tying Shoes C. "Saying "Car"" D. Preparing a meal

C. Saying Car

About how many steps make up a task analysis? A. 3 B. 6 C. 10 D. It depends on the client and skills being taught

D. It depends on the client and skills being taught

Kathy is teaching her client how to put on a jacket. First, she teaches her client to pick up the jacket. After the client completes this step independently, she teaches him to put one arm through a sleeve. After he is doing that independently, she teaches him to put the second arm through and so on. What chaining procedure is Kathy using? A. Forward Chaining B. Backward Chaining C. Total Task D. None of the Above

A. Forward Chaining

The following chaining procedure is used most often because the client learns the step closest to reinforcement first. A. Forward Chaining B. Backward Chaining C. Total Task D. None of the Above

B. Backward Chaining

Jack is working with a client on getting dressed. The client often stops halfway through the task or completes step out of order. What visual may be helpful for Jack's client? A. First, then Board B. Choice Board C. Task Analysis Visual D. Picture Activity Schedule

C. Task Analysis Visual

While Samantha was working with a client, she said "wait" and then put a timer on the table in view of the client. Why might Samantha have done this? A. The client is in time out B. Samantha is taking duration data C. The timer is a visual aid for the client D. None of the Above

C. The timer is a visual aid for the client

What is generalization? A. A general description of a clients skills B. The ability of the RBT to use their ABA skills with multiple clients C. The ability of the client to use their skills across different people and setting D. None of the Above

C. The ability of the client to use their skills across different people and setting

What is one way to promote generalization? A. Talk to the client about the importance of generalization B. Tell the parents that generalization is their responsibility C. Use several examples of stimuli when teaching the client D. All of the above

C. Use several examples of stimuli when teaching the client

BCAT Exam Flashcards

(70 cards)