Unit 6 ASR Flashcards by Kathleen Dugan

What is the most common (and useful) information to include in a functional response definition of a behavior plan?

a. The behavior only (B)
b. The antecedent and the behavior (A and B)
c. The consequence and the behavior (B and C)
d. All three (A, B, and C)

b. The antecedent and the behavior (A and B)

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ASR #23

Which of the following functional response definitions would most likely be related to behavior that is maintained by socially-mediated negative reinforcement?

a. Face-slapping in task
b. Face-slapping out of task
c. Face-slapping in bed at night

a. Face-slapping in task

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Considered by some to be optional, but it should not be so

Through preference assessment (and the related process of direct reinforcement assessment), intervention strategies based on positive reinforcement are MUCH more likely to be effective

Section 8: Preference Assessment

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ASR #24

All of the following are considered
antecedent interventions except:

a. Hi-P procedure
b. Stimulus fade-in
c. Errorless teaching
d. CRF

d. CRF

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ASR #25

 We gave Oscar regular sips of orange juice (his favorite beverage) throughout the meal, to keep him from grabbing others’ drinks at the meal. Then, when we offered him OJ for clearing the table, he refused it. This demonstrates a problem that happens with:

a. The Hi-P procedure
b. Non-Contingent Reinforcement

cCRF schedules of reinforcement

d. DRA/DRI procedures

b. Non-Contingent Reinforcement

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ASR #26

Jimmy must wear a seat belt, but he “hits others” when caregivers attempt to put his seat belt on, so he remains out of his belt. What strategy makes the most sense?
Practice sessions in car with:

a. DRA, teach mand for escape from belt
b. DRI, place hands in pocket
c. Stimulus fade-in, belt across lap

c. Stimulus fade-in, belt across lap

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ASR #27

Which of the following is NOT one of the main elements of any behavior plan?

a. Antecedent-based interventions
b. Procedures to teach verbal behavior
c. Consequence-based interventions
d. Procedures to build alternative skills

b. Procedures to teach verbal behavior

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ASR #28

In a formal behavior plan, the data collection section:

a. Identifies who will take what kind of data where and when
b. Describes data collection procedures in detail
c. Provides a sample data sheet and a task analysis of how to fill it out

a. Identifies who will take what kind of data where and when

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ASR #29

Reliability checks:

a. Increase the believability of all data
b. Do not increase data believability, but increase all forms of validity
c. Increase the believability of only the data which have been checked

a. Increase the believability of all data

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ASR #30

Every behavior plan written must have at least 18 sections as outlined in this presentation.
a. True b. False

False

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ASR #31

The behavior plan should be presented in two formats, one for the record and one for the caregivers/program implementers.

a. True b. False

True

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ASR #32
The presentation of the behavior plan in two formats, including one caregiver/staff friendly version, is included in the task list of the BACB®.

a. True b. False

False

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ASR #33

At these “teachable moments” you can offer an individual the opportunity to deflect away from a problem behavioral chain, and engage in alternate appropriate responses:

a. Antecedents
b. Consequences
c. Precursors
d. Setting events

c. Precursors

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ASR #34

Which of the following is not an appropriate way to outline procedures in a behavior program?

a. Formal behavior plan
b. Step-by-step intervention plan
c. Flow chart of behavior procedures
d. None; all of these formats are appropriate

d. None; all of these formats are appropriate

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ASR #35

Generally the best data sheets:
a. Are standardized forms based on
the literature
b. Are individualized, and based on specific aspects of the program plan
c. Are non-standard forms to record a task analysis of staff behavior
d. Never collect two different types of data on a single form

b. Are individualized, and based on specific aspects of the program plan

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ASR #36

All of the following are types of restraint devices except:

a. Supportive and protective
b. Contingently applied behavior- based
c. Non-contingent punishment-based
d. Emergency procedures

c. Non-contingent punishment-based

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ASR #37

Supportive and protective devices are usually identified by medical necessity.

a. True b. False

True

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ASR #38

Which of the following is not generally considered a restrictive procedure:

a. DNRA
b. All are restrictive
c. Positive Punishment
d. Extinction

d. Extinction

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ASR #39

Behavior analysts are involved in the implementation and oversight of three types of restraint: Physical, Mechanical, and Chemical.

a. True b. False

False

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ASR #40

Training should meet all of the
following criteria except:

a. Is classroom based
b. Is competency-based
c. Is ongoing
d. Provides opportunity for feedback

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a. Is classroom based

ASR #41

Behavior analysts should always schedule regular program meetings with caregivers, no matter how many caregivers are on a particular case or caseload.

a. True b. False

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True

ASR #42

The peer review process is outlined in which of the following documents related to the practice of ABA:

a. The Task List
b. The The Professional and Ethical Compliance Code
c. Both of these documents
d. Neither of these documents

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d. Neither of these documents

ASR #43

Follow-up on behavior plans usually takes many months to complete.

a. True b. False

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False

ASR #44

After a case has been terminated, generally how long should a behavior analyst keep an individual consumer’s records before destroying them?

a. 1 year
b. 3 years
c. 7 years
d. Indefinitely

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7 years

ASR #45 When fading a case, how should schedules of reinforcement be faded out? a. VI to VR to FR b. Increasingly intermittent c. Interval to Ratio d. Fixed to Variable

b. Increasingly intermittent

ASR #46 Institutional review boards (IRBs) and Human research committees (HRCs) typically address which of the following a. Clinical oversight b. Research oversight c. Legal oversight d. Both research and clinical but not legal

b. Research oversight

ASR #47  If your program is not working, what should you do? a. Blame the caregivers and schedule many new trainings (parents and teachers too!) b. Blame yourself and seek a new provider for the individual; consider a new career c. Blame the President, and whatever other administrator you may not like d. Observe, discuss, review data, probe, troubleshoot, and revise – as a team!

d. Observe, discuss, review data, probe, troubleshoot, and revise – as a team!

ASR #1 Each and every task in the task list applies to every behavior program. a. True b. True, but not all tasks apply equally c. False

False

ASR #2 Which task-list section applies in its entirety to the development of almost all behavior plans: a. Section A. Measurement b. Section D. Fundamentals of Behavior Change c. Section G. Identification of the problem d. Section J. Intervention

d. Section J. Intervention

ASR #3 Familiarity with all tasks in the task list is generally necessary for a behavior analyst to be able to develop a good behavior plan. a. True b. False

True

ASR #4 All of the following are activities of a behavior analyst which provide a foundation for a behavior plan, except: a. Descriptive assessment b. Indirect assessment c. Program monitoring d. Screening

c. Program monitoring

ASR #5 O’Neill and Horner, as well as Tarbox indicate that all of the following should characterize a behavior plan except: a. The plan is based on function b. The plan is based on the scientific principles of behavior c. The plan is based on reduction and replacement

c. The plan is based on reduction and replacement

ASR #6 The behavior analyst always recommends the intervention which is: a. The least restrictive of all available options b. Most likely to be effective the quickest c. Least restrictive and most likely to be effective d. Either least restrictive or most likely to be effective

d. Either least restrictive or most likely to be effective

ASR #7 Which of the following constitutes an indirect support? a. The teacher b. The Superintendent of schools c. The student’s parent d. All of these are indirect supports e. All of these are direct supports

b. The Superintendent of schools

ASR #8 Behavior analysts probe procedures to see if they are: a. Realistic given environmental constraints b. Effective interventions c. Likely to get approved d. A and B but not C

d. A and B but not C

ASR #9 Prior to the development of a behavior plan, what consideration must a behavior analyst take into account? a. Caregiver support for services b. Administrative/funding support c. Both A and B

c. Both A and B

ASR #10 Which type of behavior plan is primarily designed to be used by caregivers day to day? a. The formal behavior plan b. The step-by-step plan c. Both

b. The step-by-step plan

ASR #11 Which type of behavior plan is primarily designed to be used by other professionals and reviewers? a. The formal behavior plan b. The step-by-step plan c. The legal plan d. The instructional plan

a. The formal behavior plan

ASR #12 Which plan should be linked to outcome statements? a. The formal behavior plan b. The step-by-step plan c. Both

c. Both

ASR #13 Which part of the behavior plan contains date of birth of the consumer and the name of the author of the plan? a. Signature section b. Client profile section c. Basic information section

c. Basic information section

ASR #14 Which of the following is NOT a section of a behavior plan: a. Invoicing schedule b. Replacement behavior c. Rationale for behavior services d. Target environment

a. Invoicing schedule

ASR #15 Consumer profiles are: a. Necessary for documenting the current status of the individual b. Not necessary but sometimes useful c. Necessary for administrative purposes only d. Required but generally redundant, the information is already in the file

a. Necessary for documenting the current status of the individual

ASR #16 A rationale for behavior services is: a. Required by state law b. Required under IDEA in the Federal statutes c. A clear statement describing the purpose of services d. All of these answers are correct

c. A clear statement describing the purpose of services

ASR #17 Medical issues are: a. Best left to the medical professionals, consumers, and guardians b. Often related to behavioral issues, so within the purview of the behavior analyst c. Not referenced in a behavior plan, but sometimes important to know about

b. Often related to behavioral issues, so within the purview of the behavior analyst

ASR #18 Medical decisions are: a. Best left to the medical professionals, consumers, and guardians b. Often related to behavioral issues, so within the purview of the behavior analyst c. Never referenced in a behavior plan

a. Best left to the medical professionals, consumers, and guardians

ASR #19 A direct effect a medication has on a consumer, but one that is not the primary desired effect of that medication, is also known as a a. Side effect b. Secondary effect c. Halo effect

a. Side effect

ASR #20 An over-the-counter cold medication makes Margaret have a dry mouth. At dinner, Margaret steals her roommate’s milk, and a fight ensues. In relation to the cold medication, Margaret stealing milk is a(n): a. Side effect b. Secondary effect c. EO

b. Secondary effect

ASR #21 In relation to the effectiveness of milk, or any drink, as a potential reinforcer, the cold medication Margaret took an hour ago has had a: a. Side effect b. Secondary effect c. Value altering

c. Value altering

Unit 6 ASR Flashcards

(48 cards)