BCBA Sample Questions & Answers

This intervention is the most comprehensive and behavior-analytic. The time-based schedule of assistance is an antecedent intervention (specifically, noncontingent reinforcement or NCR-like procedure) that addresses the function of the behavior (access to restroom) by providing it proactively, thus reducing the motivation for residents to get up unassisted. The reinforcement system for the CNAs addresses the systemic/OBM issue of slow response times and competing contingencies. This dual approach addresses both the client and staff behavior, fits the context, and respects resident dignity.

Behavioral Skills Training (BST) is an empirically validated training package that consists of four components: instructions, modeling, rehearsal (practice), and feedback. The scenario describes the exact implementation of BST to teach a new skill to the trainee.

Behavioral Skills Training (BST) consists of four components: instructions, modeling, rehearsal, and feedback. While all are important, the rehearsal (practice) and feedback components are the most critical for skill acquisition. This active responding allows the supervisor to assess the trainee's performance directly and provide immediate, behavior-specific feedback to shape the correct response, which is a hallmark of effective training.

A formal, written supervision contract is a foundational component of an effective supervisory relationship. It serves to clarify expectations for both the supervisor and supervisee, define roles and responsibilities, establish goals, and provide a framework for feedback and evaluation, thereby preventing misunderstandings and promoting a positive, productive relationship.

A function-based approach to intervention requires matching the solution to the identified problem. The Performance Diagnostic Checklist (PDC-HS) indicated a deficit in skills and knowledge ('can't do' problem), not a motivation or contingency issue ('won't do' problem). Behavior Skills Training (BST) is an empirically validated method for teaching new skills, making it the most appropriate intervention to address a knowledge and skills deficit.

Interresponse Time (IRT) is the measure of time that elapses between two consecutive instances of a response class. In this scenario, each question is an instance of the response class 'repetitive questioning.' Measuring the time from the end of the caregiver's answer (which signals the end of the prior event) to the start of the next question directly measures the IRT. Latency would measure the time from a specific antecedent (like the caregiver ending their answer) to the first question, not the time between questions. Duration would measure how long each question lasts, and rate measures the frequency over time.

In a changing criterion design, experimental control is demonstrated when the behavior changes to closely match the specified criterion level for each phase. If the behavior consistently and significantly overshoots the criterion, it suggests that the criterion itself is not the primary variable controlling the behavior. While the behavior is changing in the desired direction, the lack of correspondence between the criterion and the level of responding weakens the demonstration of a functional relation.

Stimulus generalization occurs when a response that has been reinforced in the presence of one stimulus occurs in the presence of other, novel stimuli that share similar physical properties or belong to the same stimulus class. The client was taught to tact 'cat' to visual stimuli. The novel auditory stimulus 'feline' evokes the same response ('cat') because it is a member of the same stimulus class. Response generalization would involve emitting a different, but functionally similar, response (e.g., saying 'kitty') to the original stimulus.

Radical behaviorism rejects the use of hypothetical constructs and explanatory fictions as causes for behavior. Statements like 'being difficult' or 'for attention' are mentalistic because they appeal to an unobservable inner state or motive as the cause of the behavior, rather than analyzing the environmental contingencies. This practice is also known as using an explanatory fiction, where the name for the behavior is used as its cause.

The demand condition is designed to test for a function of escape from aversive tasks. When aggression occurs, the task (the aversive stimulus) is removed. This is the definition of negative reinforcement.

The presentation of the difficult task functions as an establishing operation (EO). It increases the value of escape from the task as a reinforcer and evokes behaviors (like aggression) that have historically produced that reinforcer.