Rbt

Front 1

Anita is hungry. She points to the crackers on the counter and her mom gives her a cracker. This is an example of what?

Back 1

verbal behavior

Front 2

which of the following is a behavioral teaching approach?

Back 2

Discrete trail training (DTT)

Natural Environment Training (NET)

Fluency Based Instruction

ALL OF THE ABOVE

Front 3

Effective EIBI language programs focus on which of the following?

Back 3

verbal behavior function

Front 4

which of the following operants is often referred to as conversational behavior?

Back 4

intraverbal

Front 5

Gabby sees a clown at the circus. She points and says, "Look, Clown!" Her mom responds, "Yes, it's a clown!" This is an example of?

Back 5

verbal behavior and vocal behavior

Front 6

Which of the following best describes verbal behavior?

Back 6

any behavior for which the consequence is mediated by the behavior of another person

Front 7

Which of the following operants is often referred to as labeling?

Back 7

tact

Front 8

which of the following is a key feature of NET?

Back 8

it is largely child- directed and performed in natural settings

Front 9

which of the following is a potential benefit of developing a manding repertoire?

Back 9

decrease in inappropriate or problem behaviors

facilitation of the acquisition of other verbal operants

language is acquired faster by children when they are being taught to mand

Front 10

which of the following operants is often referred to as vocal imitation?

Back 10

echoic

Front 11

Which of the following is a type of prompt?

Back 11

physical

model

vocal

Front 12

what is a prompt?

Back 12

an additional stimulus that facilitates a correct response

Front 13

which of the following is an example of shaping?

Back 13

if you are trying to teach a child to say bubbles, you first reinforce "BU" and after the child becomes fluent with "BU" you move to "bub" and proceed adding more and more of the word contingent on the child's success until the child is saying "bubbles"

Front 14

What is shaping?

Back 14

reinforcing successive approximations towards a desired response while extinguishing previous approximations

Front 15

Which is an example of a procedure for establishing a chain?

Back 15

total task presentation

forward chaining

backward chaining

Front 16

what is a behavior chain?

Back 16

a sequence of SDs and responses where each response in the sequence (except the last) produces the next SD

Front 17

The presentation of tow or more SDs in random order is known as:

Back 17

random rotation

Front 18

which of the following is an example of most-to-least prompt fading?

Back 18

physical, partial physical, vocal

Front 19

fading is:

Back 19

systematically removing prompts contingent on correct responding

Front 20

what is the general mastery criterion?

Back 20

80-100% across 2 consecutive sessions in random rotation

Front 21

what is discrimination training?

Back 21

the procedure for teaching the child to distinguish between two or more SDs

Front 22

the colors lesson has not been introduced yet. The supervisor wants you to introduce the first targets by placing out color cards on the table and giving the instruction "Give me (color)" Which teaching procedure should you use?

Back 22

simultaneous discrimination training

Front 23

errorless learning is a teaching procedure that:

Back 23

involves a most-to-least prompting procedure to minimize incorrect responding

Front 24

what is the process of breaking down a behavior chain into a sequence of individual SD-response components called?

Back 24

task analysis

Front 25

what is mass trial?

Back 25

repeated presentation of the same SD and target

Front 26

if a child has all ready learned the emotions "happy" "sad" and "angry" and the next target is "scared" if the SD is "show me (emotion)"?

Back 26

mass trail "scared" first and then random rotate with the previously mastered targets

Front 27

Replacement behavior based interventions involve:

Back 27

teaching the child an appropriate substitute for problem behavior

Front 28

In order to decrease Dominic's problem behavior, the therapist no longer provides attention when the problem behavior occurs. Which type of extinction intervention is the therapist using?

Back 28

Planned ignoring

Front 29

Carl suffers from eczema, a skin rash that is extremely itchy. His teacher complains that he is always scratching his arms and often makes them bleed from scratching too much. No matter what the teacher does, Carl continues to scratch himself. Carl's scratching is likely to be maintained by.....

Back 29

Automatic negative reinforcement

Front 30

Anything a person says or does is known as:

Back 30

behavior

Front 31

Austin begins to repeatedly scream when his mom tells him he cannot go outside to play. After five minutes, Austin's mom agrees to let him outside into the garden. The next time Austin wants to play outside he immediately begins to scream. His mom immediately lets him go outside to play. Austin's mom's behavior has been:

Back 31

Negatively reinforced

Front 32

An operational definition is a statement that specifies all of the following EXCEPT:

Back 32

Why the behavior is happening

(Other options were: what behavior to take data on, What the behavior looks like, What behavior to exclude from data collection)

Front 33

Which of the following is not a characteristic of Extinction?

Back 33

Behavior substitution

(Other options Gradual Decrease in behavior, spontaneous recovery, extinction burst

Front 34

Both positive and negative reinforcement:

Back 34

result in the maintenance of or increase in behavior

Front 35

When you manipulate both the antecedent and consequences surrounding behavior in order to determine its function, you are conducting what:

Back 35

Experimental functional analysis

Front 36

Consequence based interventions are designed to:

Back 36

Eliminate the reinforcer maintaining the problem behavior

Front 37

A functional analysis reveled that Jenny's aggressive behavior is maintained by escaping from a demand. In order to decrease Jenny's aggression, her therapist provide her with frequent breaks throughout the therapy session. What type of antecedent based intervention is being used?

Back 37

non-contingent reinforcement (NCR)

Front 38

Differential reinforcement of alternative behaviors (DRA) works by

Back 38

Increasing an alternative response that can replace the problem behavior

Front 39

An antecedent based intervention is designed to:

Back 39

eliminate the SDs or Eos that are evoking the problem behavior, thus preventing the behavior from occuring

Front 40

The function of a behavior is:

Back 40

the reason the behavior is occuring

Front 41

In order to decrease Kyle's problem behavior, the therapist continues to present instructions and provide prompts while problem behavior is occurring. Which type of extinction intervention is the therapist using?

Back 41

Escape Extinction

Front 42

ABC recording is an example of:

Back 42

Descriptive assessment

Front 43

The goal of NET is best described as...

Back 43

Providing treatment activities that replicate the learner's natural environment as much as possible to maximize the effectiveness of instruction.

Front 44

Which is NOT a strategy for running an effective NET session?

Back 44

Be consistent with use of informational "no" (other options were: Deemphasize "correct" verses "incorrect" responding, present multiple examples to teach concepts and avoid memorization, Therapy should flow and not be segmented into treatment sections)

Front 45

Characteristics of NET

Back 45

Learners rarely sit at a table

typical training materials are rarely used

the learner typically gets the reinforcer he is working for

Front 46

Which of the following is NOT one of the four main characteristics of NET

Back 46

incorrect responding is followed with an informational "no"

(Other options were taught in learner's environment in playful manner, focus on reinforcing any attempt to respond, functional relationship between task and reinforcer)

Front 47

What do NET and DTT have in common?

Back 47

Both use naturally occurring stimuli

Front 48

Which best describes NET?

Back 48

Teaching procedures within ABA that can be used to teach learners in their natural environment

Front 49

_____________ involves giving the learner the exact response needed for the given task while ______ helps guide the learner to "figure out" the correct response.

Back 49

Direct prompting/Indirect prompting

Front 50

NET strategies might be appropriate to implement when the learner_________

Back 50

Is advancing within the DTT curriculum and is not advancing within the DTT curriculum.

Front 51

NET may require more work on the therapist's part because_____

Back 51

Knowledge of the learner's lessons and programs is required since immediate access to the program book may not be possible, data collection will likely need to occur during naturally occurring breaks, may require preplanning of contrived situations to evoke target skills

Front 52

Which of the following is NOT an advantage of NET

Back 52

(Best conditions for teaching and training

minimizes need for elaborate generalization procedures)

Provides increased response opportunities

Front 53

Gemma's classroom assistant thought her to complete each part of her math worksheets before submitting them and moving to another activity. Gemma's classroom assistant worked to ensure that Gemma would complete many different kinds of worksheets, and would stay on task for a variety of different school staff. Gemma began consistently submitting incomplete math worksheets. Gemma's classroom assistant failed to program for:

Back 53

Skill maintenance

Front 54

Which of the following are faded or removed during the systematic withdrawal of programmed interventions and procedures?

Back 54

Antecedent stimuli e.g. prompts or modifications to the natural environment and contrived reinforcers and schedules of reinforcement

Front 55

Working on previously mastered skills from time to time to ensure they are not lost is known as:

Back 55

maintenance

Front 56

Maintenance has occurred when:

Back 56

a behavior change continues after all or part of the intervention responsible for the behavior change has been faded or terminated

Front 57

Generalization can occur across:

Back 57

settings, stimuli, people

Front 58

Which of the following is NOT a strategy for promoting maintenance and generalization?

Back 58

identifying all of the behaviors and or response variations necessary for the child's success in generalization setting

teaching sufficient examples

select target behaviors that will contract naturally existing contingencies of reinforcement in generalization setting

Making the instructional setting as different from the generalization setting as possible

Front 59

Ben is an 8 year old boy with autism. His supervisor had his team of therapists teach him to say, "Hello, how are you?" as a greeting. Although Ben was using his new greeting skill appropriately, its restricted form was not serving him well in the real world. The supervisor failed to program for:

Back 59

response generalization

Front 60

What is the purpose of graphing?

Back 60

It provides a visual representation of a child's progress, allows quick analysis of data, and allows data to be more easily interpreted

Front 61

Under what circumstances would you not connect data points on a graph?

Back 61

Whenever a large amount of time elapses between data points

Front 62

The two main things a supervisor is looking for when looking at a graph is:

Back 62

if the child is learning a skill and if the behavior intervention is effective

Front 63

What information is typically displayed along the x-axis of a graph?

Back 63

session number or date

Front 64

what medication should be made to a graph when there is a change in an intervention or teaching procedure?

Back 64

a condition change line should be drawn

Front 65

Which of the following best describes Inter-Observer Agreement?

Back 65

Calculating the degree to which two people on behavior that they both observed, measured, and recorded

Front 66

Which of the following describes the Percentage of Opportunities?

Back 66

The number of times a behavior was observed compared to the number of times the child had an opportunity to engage in the behavior

Front 67

Data collection allows a supervisor to:

Back 67

make data-based decisions regarding a child's programming, identify skill deficits, and ensure maintenance and generalization of a skill

Front 68

Which of the following is NOT an example of information that a probe is used to determine?

Back 68

What reinforcers to use during teaching

(what a child is able to do

what targets to introduce

when a skill has been mastered)

Front 69

A therapist asked Patrick to pick up his toys, then starts the timer. He turns off the timer as soon as Patrick picks up the first toy. Which of the following is the therapist recording?

Back 69

Latency

Front 70

Probes differ from instructional procedures in that

Back 70

no consequence is provided

Front 71

Pre-instructional probes are conducted:

Back 71

before teaching a new skill in order to determine what skills a child knows and which skills need to be taught

Front 72

A therapist recording every time Sarah speaks to her friends during a peer play session. Which of the following is the therapist recording?

Back 72

Frequency

Front 73

Holly's program supervisor has specified that all of her mands, vocal and non-vocal, are to be recorded throughout her entire therapy session. Which type of recording method will her therapist use?

Back 73

Continous recording

Front 74

What are the three types of summary measure?

Back 74

Rate, percentage, average

Front 75

Jose scores 71% correct during a post-instructional probe. What can the therapist conclude?

Back 75

that the target skill has not been mastered, and the target response must be re-introduced

Front 76

The client is required to do the first step and then is prompted to complete remaining steps. This best describes the onset of which teaching procedure?

Back 76

forward chaining

Front 77

Activities that generally include sensorimotor actives, manipulative toys, and task completion type activities best describes what type of play?

Back 77

Beginning play

Front 78

Caleb is learning to build a house using legos and toy blocks. What type of play does this best describe?

Back 78

Constructive play

Front 79

When teaching play skills to clients, it is important for the therapist/RBT to remember_______

Back 79

Play may not be initially reinforcing to the client and it is important to have effective reinforcers available to teach these new skills

Front 80

Molly is learning to pretend to "cook" and "eat" her pretend play food. She stirs the food in the toy pan, places it on the toy plates, and then pretends to eat the pretend food item. What type of play does this best describe?

Back 80

Functional pretend play

Front 81

Which best describes the main goal when teaching play skills?

Back 81

teach new play skills and activities, generalize learned play skills, and expand on existing play skills

Front 82

Which best describes who can give a formal diagnosis of ASD?

Back 82

Developmental pediatricians, neurologists or psychologists

Front 83

Social Communication Disorder ________

Back 83

Is similar to previous diagnosis of Asperger's and it is difficult to diagnose

Front 84

An individual must have _____ of the listed restricted/repetitive patterns of behavior, interest, or activities in Criteria B.

Back 84

2

Front 85

In the new DSM-5 diagnosis, these are specifiers. Which of the following is NOT true regarding specifiers?

Back 85

Severity specifiers indicate only the severity level of social communication

(Severity specifiers indicate the severity for each of the two domains, Specifiers provide the etiology or other important feature of presenting symptoms relevant to treatment)

Front 86

Which of the following is true regarding the ASD diagnosis within DSM-5?

Back 86

Symptoms together must cause significant impairment in everyday functioning

Front 87

In the past, an individual had to have __ of the listed symptoms/behaviors present to receive a diagnosis of Autism; however with the DSM-5 diagnosis of ASK, and individual must have all _____ symptoms present within Criteria A (social communication and social interaction) for a diagnosis of ASD

Back 87

6;3

Front 88

One of the key differences in the DSM-IV diagnosis and DSM-5 diagnosis is that ____

Back 88

the level of the client's severity is to be indicated

Front 89

Which BEST describes the diagnoses replaced by the new DSM-5 diagnosis of ASD?

Back 89

The listed disorders under Pervasive Developmental Disorders

Front 90

In regards to the procedure when giving a diagnosis, a ______

Back 90

diagnosis is based on the direct observation and judgments of a trained professional

Front 91

Which of the following is a true statement regarding individuals that previously received on of the four Pervasive Developmental Disorder diagnoses under DSM-IV?

Back 91

The individual should still meet the criteria of ASD under DSM-5

Front 92

Initially a textual word prompt is paired with vocal instruction. Over time the text is made smaller and lighter until it is no longer there. This best describes ________

Back 92

Stimulus fading

Front 93

A prompt is best defined as _______

Back 93

Supplemental stimuli that control the target response but are not part of the natural SD that will eventually control the behavior

Front 94

Increasing the amount of the time between the SD and the prompt best describes_____

Back 94

prompt delay

Front 95

Initially in the teaching process it is the prompt that controls the behavior of the learner. As prompts are faded, _____

Back 95

control is transferred to the stimulus

Front 96

A cue used in conjunction with the SD or instructional materials best refers to _____

Back 96

stimulus prompts

Front 97

Stimuli or assistance added to the learner's response best refers to ___

Back 97

Response Prompts

Front 98

All of the following are methods for transferring stimulus control EXCEPT _______

Back 98

Visual graphic organizers

(prompt fading, stimulus fading, prompt delay)

Front 99

Physically altering or exaggerating part of he stimuli to emphasize it to the learner best describes which stimulus prompt?

Back 99

Redundancy

Front 100

The therapist says, "Give me shoe" while pointing to the shoe. This best describes which stimulus prompt?

Back 100

movement cues

Front 101

The therapist/RBT positions the target item closet to the client while the distracter items are placed slightly further away. This best describes which stimulus prompt?

Back 101

position cues

Front 102

Interval recording involves:

Back 102

Recording the occurrence or nonoccurrence of a target behavior during consecutive time intervals

Front 103

Which of the following should be included in the description of the problem behavior on an interval recording data sheet?

Back 103

The setting in which the child was observed, the lesson or activity that was occurring during the observation period and the length of the observation period

Front 104

Name three Interval Recording methods used when collecting raw data:

Back 104

Whole interval, partial interval and momentary time sampling

Front 105

When you record every instance of the target behavior, you are using:

Back 105

Continous recording

Front 106

In whole interval recording, the target behavior is recorded as an occurrence if the target behavior:

Back 106

occurred throughout the entire interval

Front 107

The school shadow is meant to ______

Back 107

Prompt their assigned student when necessary, facilitate educational and social opportunities

Front 108

In regard to the phases of school shadowing, students with ASD should _______

Back 108

Generally progress through one phase at a time

Front 109

Which of the following best describes a true statement regarding client confidentiality in the school setting?

Back 109

Nothing about the client can be discussed with anyone without prior written consent from the parents

Front 110

Unknown shadows_____-

Back 110

step in only when necessary

Front 111

In general, the ______ are responsible for determining what information the client can and cannot handle

Back 111

Teacher and Supervisor/BCBA

Front 112

Shadowing phase_____ requires 20% independence whereas shadowing phase ____ requires 75% independence

Back 112

one; three

Front 113

One difference between a shadow and on aide is that_____

Back 113

typically, the aide is an assistant to the entire class, while the shadow is an assistant to the assigned student only

Front 114

Highly effective shadows____

Back 114

adjust and pay attention to the client all day long

Front 115

The long tern goal is for the client to _____ in the classroom

Back 115

learn

Front 116

As a therapist/RBT working as a school shadow, all of the following are true EXCEPT

Back 116

The shadow should always dress differently than the school staff to help distinguish the roles and help the shadow stand out to staff better

(Never make recommendations regarding other students in the class, Shadows should not implement a behavior intervention not designed and supported by the program supervisor, it's important to abide by the school rules and policies at all time

Front 117

One way a ______ can be used is to provide the client with some sort of template or graphic organizer as a prompting method

Back 117

visual model prompt

Front 118

Prompts for ______ are more direct and used to teach repertoires of basic information in a DTT format

Back 118

Early learners

Front 119

When using the Acting Confused Prompt, the therapist_____

Back 119

pretends to be confused or not to understand the client's vague or incomplete response

Front 120

A prompt hierarchy______

Back 120

guides the therapist/RBT through the least-to-most intrusive prompt strategies

Front 121

A client continuously has trouble finding his homework folder in his messy backpack. The therapist/RBT asks, "Why can't you find your book?" and helps the client reenact finding his homework folder. Which best describes this type of prompt as discussed within this training?

Back 121

experimental

Front 122

_________ generally have good communication skills, are learning abstract concepts, and can respond to social cues

Back 122

Advanced learners

Front 123

For advanced learners, therapists should avoid____ when possible

Back 123

direct prompting of answers

Front 124

When using prompts with an advanced learner, the therapist/RBT should ______

Back 124

always try to use the least amount of prompting needed

Front 125

Which best describes advanced prompting strategies as discussed within this training?

Back 125

aim to help the client learn to "figure out" the response more independently

Front 126

The types of prompts used to teach an early learner will___ when teaching complex skills to an advanced learner. Which best completes the sentence

Back 126

be very different

Front 127

Sally recently became"friends" on Facebook with her client's mom. They have been exchanging pictures and sending messages back and forth. This is an example of what kind of dual relationship?

Back 127

Social

Front 128

Matt is wrapping up his last session of the day. The client's family insists he just stays over for dinner. Matt knows if he stays it will save him an hour off the commute home so he accepts the offer. This is an example of what kind of dual relationship>

Back 128

Social

Front 129

Which of the following is an example of engaging in appropriate professional conduct?

Back 129

Show up to session on time, dress appropriately for all client sessions, always return emails and phone messages within 3 business days

Front 130

Upon wrapping her last session on Friday night, jan's client asks about her weekend plans. Which best provided an example of maintaining an appropriate level of privacy concerning life outside the professional relationship?

Back 130

"Nothin much. Hopefully just relaxing."

Front 131

When protecting the client and therapist relationship which best describes the appropriate boundaries to set?

Back 131

personal and clinical boundaries

Front 132

Any relationship other than a therapeutic one between a practitioner and a client best describes which of the following?

Back 132

Dual relationship

Front 133

Which of the following statements are true?

Back 133

all information regarding a client is privileged and cannot be released without written consent, client confidentiality can be breeched in the instance of suspected abuse, professionals working with individuals with disabilities are legally mandated reporters

Front 134

Which of the following is an example of maintaining boundaries?

Back 134

Declining an offer to babysit for a client over the weekend

Front 135

Which of the following is true regarding aversive stimuli?

Back 135

aversive stimuli should never be used and provokes emotions

Front 136

When considering professional modes of communication, which of the following would NOT be recommended?

Back 136

[e-mail]

Front 137

The following are true statements regarding the program book EXCEPT that it_______

Back 137

Should only be used by the program supervisor/BCBA

(Contains all the information needed for a therapist/RBT to effectively run a therapy session, is needed by the therapist?RBT to know what to target and how to do so, Includes information about skill acquisition tasks, challenging behaviors being targeted and collected data

Front 138

_________ objectively document what occurred within each therapy session and help to keep open communication among the entire team

Back 138

session notes

Front 139

The program supervisor/BCBA should review the treatment program frequently and provide guidance to the therapist/RBT. In addition to the verbal feedback given regarding a specific skill acquisition task, the supervisor/BCBA may also document the program update or modification on which of the following forms discussed within this training?

Back 139

Supervisor update/notes

Front 140

As discussed within the training, each client should have a _____ that is designed by the supervisor/BCBA and implemented by the therapists/RBT

Back 140

behavior intervention plan

Front 141

Which of the following best describes a skill acquisition plan?

Back 141

Provided the therapist/RBT with all the information needed to effectively implement a specific skill acquisition task or activity

Front 142

While there is great variability in program books across different ABA providers, there are some general components that are commonly found. Which of the following is NOT a likely component within a program book discussed within this training?

Back 142

Client Reports and Assessments

(Behavior Intervention plan, Skill acquisition plans, data)

Front 143

Some things to document within the session notes may include______

Back 143

client illness, environmental changes/factors, medications given to client )by parents) and any related affects

Front 144

Data is collected and graphed for all skill acquisition and behavior reduction targets. Which of the following is an example of skill acquisition data that may be found within an ABA program book?

Back 144

task analysis data, DTT data, NET data

Front 145

While there is great variability across different ABA providers, all of the following are critical pieces of information that can usually be found on a skill acquisition plan EXCEPT ______

Back 145

Rate of behavior

(discriminative Stimulus (SD)/Motivating Operation, identified correct response, introduction and mastered dates for exemplars)

Front 146

Which statement best describes when a therapist/RBT should review the program book?

Back 146

Prior to starting each therapy session to gather information about any anticipated behaviors and identify which acquisition tasks need to be presented and how to do so

Front 147

When gathering specific information about a client's skill set all of the following are examples of something a therapist/RBT may be asked to do except____

Back 147

Implement standardized assessment ins structured setting

(Probe or check if certain skills can be performed by the client, answer a questionnaire or survey about the client, observe and record behavioral data)

Front 148

which of the following is an example of a developmental assessment

Back 148

Brigance

Front 149

When assisting with behavior management and motivation during formal assessments it is important to _________

Back 149

follow the specific instructions from the assessor

Front 150

Which of the following best describes why assessments are important?

Back 150

Baseline testing provides information on the client's skill set prior to intervention, while follow-up assessments demonstrate

Front 151

Within this training, SKILLS, VB-MAPP, and ABLLS-R were discussed as examples of what type of assessment?

Back 151

curriculum

Front 152

When assisting with probing skills for assessments it is important that the therapist/RBT______

Back 152

receive clear detailed instructions how the probes should be administered and recorded before starting

Front 153

Which of the following best describes the therapist's or RBT's role in the assessment process?

Back 153

the therapist/RBT should never be ultimately responsible for any type of assessment and the therapist/RBT may be asked to probe skills or check for generalization

Front 154

As discussed within the training, when is it generally recommended that individuals diagnosed with ASD and receiving ABA intervention should be assessed?

Back 154

ongoing informal assessments, quarterly performance assessments, yearly formal standardized assessment

Front 155

What types of assessments might a therapist/RBT be asked to assist with

Back 155

curriculum based

Front 156

As discussed within this training, the therapist/RBT may be asked to provide information about the learner's current skill sets and ____

Back 156

Assist with behavior management and motivation

Front 157

When implementing and training it is important to ____

Back 157

withhold target items outside of teaching sessions

Front 158

According to Verbal Behavior, why is it important to teach language across each function (how it is used) especially for individuals with ASD?

Back 158

Because individuals with ASD often times do not automatically generalize skills learned for on purpose to other similar conditions

Front 159

When selecting and targets, the supervisor/BCBA and therapist/RBT should make sure to _____

Back 159

Select highly preferred and frequently used items or activities as teaching targets

Front 160

In order to promote generalization and maintenance of manding behavior, the therapist/RBT should do all of the following EXCEPT:

Back 160

Give the request item or activity immediately every time the client requests it, even after the client has learned to and consistently

Front 161

When you begin teaching a client to mand, there are several strategies that can be used alone or in combination to establish requesting behavior. However, there is one component that must always be present every time you teach manding behavior. This component is:

Back 161

Ensuring there is increased motivation for the object, event, or activity

Front 162

The following statements about a mand are true, EXCEPT:

Back 162

A and requires vocal response

Front 163

Which of the following scenarios depicts a pure mand?

Back 163

Joe is hungry, asks, "Can I have a cracker?" and the therapist/RBT gives him a cracker

Front 164

Individuals with ASD can have deficits in language skills often resulting in difficulty engaging in manding behavior. As a result, you may have a client who________

Back 164

engages in tantrum behavior to indicate that he needs a break, uses one phrase for all requests such as saying, "more" to indicate that she wants something, and has the ability to label objects when asked what they are, but is unable to ask for them with our assistance

Front 165

Which of the following is an example of a mand?

Back 165

Jake walks into the kitchen and asks "Can I have crackers?" and then someone gives him crackers

Front 166

Which of the following is an example of verbal behavior?

Back 166

Sally hands the teacher a picture of a toilet and the teacher gives her a pass to leave the classroom to use the bathroom, Todd is eating his snack and is thirsty so he uses sign language to indicate to the teacher that he want more water to drink, and cassie is in line at lunch and says "Ill have a salad" when the lunch lady asked what she would like to eat

Front 167

Which preference assessment procedure will the therapist/RBT most likely be conducting across the therapy session each time?

Back 167

Brief MSWO

Front 168

The difference between a brief MSWO and MSWO is _____

Back 168

during the brief MSWO, the items are only presented once

Front 169

At the onset of the therapy session the therapist asked the parent what the client has been most motivated by lately. The parent indicates stickers are for sure the most motivating item right now. The therapist uses stickers as the reinforcer during the therapy session that day. Which of the following best describes a true statement?

Back 169

While it is okay to use the caregiver report as a starting point, the therapist should have used stickers within a preference assessment to ensure that the client truly wanted pitchers at that given moment

Front 170

When should the Multiple Stimulus without Replacement (MSWO) preference assessment procedure be used

Back 170

when the client has sufficient scanning and choice making skills

Front 171

A procedure used to reliably identify items to be used as effective reinforcers is called

Back 171

Preference assessment

Front 172

Which best describes the procedures within a paired choice preference assessment?

Back 172

items are presented two at a time until all items have been presented with every other item

Front 173

According to research, what is the most reliable for of identifying potentially effective reinforcers

Back 173

physical choice

Front 174

Which best describes a MSW preference assessment procedure?

Back 174

individual picks items from an array placed in front of him. Each time he selects an item it is returned back to the array and presented again

Front 175

Which best describes why therapists should conduct preference assessments?

Back 175

to identify potential reinforcers

Front 176

Which best describes what research says about the frequency of preference assessments?

Back 176

Preference assessments must be done frequently because preference change over time and change when you put into competition with other items

Front 177

An activity schedule can be used to teach a client the ______

Back 177

individual steps of a single task such as washin hands and sequence of several different activities such as circle time, desk work, and recess

Front 178

Once a client has become proficient at following an activity schedule and has learned the specified routine/task it may be appropriate to fade the schedule so the client can complete the task(s) independently. Which of the following are strategies for fading an activity schedule?

Back 178

Systematically removing steps from the schedule starting with the last step and moving forward until the schedule is finally removed, allowing the client to review the schedule before starting and then having the client complete the task independently without the schedule, and transferring the schedule to socially common materials such as a to-do list or day planner

Front 179

an activity schedule would be most appropriate when teaching which of the following skills?

Back 179

getting dressed

Front 180

Activity schedules can be designed as posters, books, written lists, shelves, and bins, or pictures on a key ring. When determining the format of the activity schedule it is important to consider which of the following factors?

Back 180

Whether the schedule needs to be portable or stationary, whether the teacher or student will arrange the order of the schedule, whether the activities on the schedule will be stable or variable

Front 181

As discussed in this training the ______ is responsible for designing the token economy; the ______ may be asked to assist with creating materials

Back 181

supervisor/BCBA:Therapist/RBT

Front 182

Activity schedules can be used in several ways to teach a variety of skills across many domains. Regardless of the type of activity schedule used or the tasks being taught, it is important to

Back 182

build flexibility into the activity schedules whenever possible

Front 183

Activity schedules can be used to address difficulties a client may have with_____

Back 183

Transitioning from one activity to the next, staying on-task, and making appropriate play choices

Front 184

The sequence of the activities on the activity schedule must be arranged in advance before the client uses the schedule to complete the task(s). Which of the following statements best describes a true statement about how activities are arranged on the schedule?

Back 184

The final step or activity in the schedule should lead to reinforcement

Front 185

Becca is learning how to brush her teeth independently and her therapist has created an activity schedule to help teach her the steps involved. The therapist helps Becca use the schedule to perform each step in the behavior chain, providing prompts when necessary and allowing her to complete the known steps independently. Which teaching technique is the teacher using in this example?

Back 185

Total task presentation

Front 186

An activity schedule may include icons, photographs, words, and objects. When selecting the type of materials to use, one must consider all of the following characteristics of the learner EXCEPT the client's ability to______

Back 186

comply vocal with instructions

Front 187

Therapist are responsible for collecting various types of data within ABA treatment sessions. Which of the following is NOT a type of data discussed in this training?

Back 187

preference assessment

Front 188

When providing direct therapy sessions with clients, which of the following is NOT a therapists responsibilities?

Back 188

program design and updates

Front 189

Therapists should have regular opportunities to receive feedback from the supervisor/BCBA. Which best describes how the therapist should respond?

Back 189

welcome both positive and constructive feedback and attempt to apply the feedback for continued clinical development and growth

Front 190

Therapists may be asked to assist with parent training. Which of the following best describes a parent training session?

Back 190

Skills are modeled by the therapist and then parents are given hands on support as they learn to implement the new procedures with their child

Front 191

It is crucial that therapist have effective communication with the BCBA, parents and other involved professionals. Which of the following BEST provided an example of information that should be communicated to the BCBA in a timely manner?

Back 191

Behaviors have dramatically increased unexpectedly or new aggressive behavior has surfaced

Front 192

Session notes objectively describe what occurred within the treatment session. All of the following are possible variables that may be documented within the session notes EXCEPT____

Back 192

Therapist's opinion as to how the session went that day

Front 193

Which BESt describes the setting in which therapist may be required to provide therapy sessions?

Back 193

in the home, school and community

Front 194

the _____ is responsible for designing the treatment plan while the ____ is responsible for implementing the treatment plan

Back 194

BCBA;Therapist

Front 195

When providing the ABA treatment the therapist work under the direct supervision of ____

Back 195

train and qualified BCBA/supervisor

Front 196

Which of the following is not a member of the ABA treatment team?

Back 196

diagnosing pediatrician

Front 197

When considering signs of abuse in individuals with disabilities it is important to also remember that the symptoms of the disorder could possibly_______

Back 197

mimic signs of abuse or mask signs of abuse

Front 198

Which does NOT describe the families generally affected by abuse and neglect?

Back 198

abuse is only an issue with in lower socioeconomic families

Front 199

risk factors discussed that result in a person being more likely to abuse another person include all of the following except_____

Back 199

high levels of viewing violent television and movies

Front 200

injury to the psychological capacity resulting in observable changed in behavior, emotional response, and cognition best describes what for of abuse

Back 200

emotional

Front 201

A parent continuously tells a child he is unwanted and otherwise ignores the individual. What form of abuse best describes this parents actions

Back 201

emotional

Front 202

which is NOT a risk facto that results in individuals with disabilities being at an increased risk for abuse

Back 202

individuals with special needs are usually alone and unsupervised

Front 203

Failure to provide adequate food, clothing, and medical care to a dependent individual would best be described as which form of abuse?

Back 203

neglect

Front 204

The federal definition of abuse and neglect is ______

Back 204

the act or failure to act that results in death, serious harm, or imminent risk of serious harm

Front 205

Individuals that come into contact with children, individuals with disabilities, or senior citizens within the course of their work are considered _______

Back 205

mandated reporters and must report any suspected abuse

Front 206

which of the following is a common sign of abuse?

Back 206

unexplained injuries, changes in behavior, return to earlier behaviors

Front 207

Which is true regarding motivating operations and discriminative stimuli?

Back 207

SD signals the availability of reinforcer, MO determines how motivated you are for a reinforcer, Effects of the MO may rely on the presence of relevant SD

Front 208

Research suggests the following may be useful tactics for evoking an EO for a man behavior EXCEPT

Back 208

preference assessment

Front 209

When talking about motivating operations within clinical practice you may most commonly hear the term _______ being used because there concern is typically increasing a client's motivation

Back 209

EO

Front 210

the term motivating operation (MO) is an umbrella term for which of the following

Back 210

establishing operations (EO) and abolishing operations (AO)

Front 211

Paige wants to cool. There therapist gives her coloring worksheet and crayons, but removes her favorite color pink. Paige begins to color and then turns and requests the pink crayon from the therapist. Which of the following best describes the strategy used by the therapist in this example?

Back 211

interrupting chain

Front 212

the only difference between an EO and an AO is

Back 212

the direction of their effects; motivation can increase or decrease

Front 213

When conducting an ABC analysis of behavior what two kinds of antecedent event are important

Back 213

SD and MO

Front 214

Which of the following terms is NOT used by behavior analysts to describe motivation

Back 214

internal states

Front 215

Manipulating ____- is particularly important during language training with clients

Back 215

EOs

Front 216

Which of the following terms best describes "an antecedent intervention that teaches an appropriate communicative behavior to replace problem behavior usually evoked by an MO?

Back 216

FCT

Front 217

Token systems can be used______

Back 217

anywhere with anyone

Front 218

Why is a generalized conditioned reinforcer motivating?

Back 218

because it has been paired with a large variety of other reinforcing items

Front 219

What type of procedure is a token economy system?

Back 219

both an antecedent modification and consequence manipulation procedure

Front 220

token economies may fail for a variety of reasons. Some reasons include_______

Back 220

not using items motivating to the student, not using the system consistently, not "teaching" the system and just assuming it will work

Front 221

When using token economy systems, a client earns ______ reinforcers which can be exchanged for an ______ reward

Back 221

generalized; actual

Front 222

all of the following are likely possible reasons a token economy is not working EXCEPT the _____

Back 222

individual is too motivated by the rewards

Front 223

It does matter if the reinforcer used as rewards for a token economy are used at other times because______

Back 223

they should be reserved only for rewards within the token economy so they do not decrease the motivational value

Front 224

which of the following is an example of how a therapist may inadvertently mess up on otherwise good token economy

Back 224

assuming the system will work and neglecting to teach the system to the client

Front 225

An increase in the amount of work or positive behavior the client must demonstrate to gain access to tokens should ______

Back 225

gradually increase over time

Front 226

the first step in setting up a token economy is _____

Back 226

selecting the target behavior to reinforce

Front 227

a defensive stance should be used when _______

Back 227

a client has escalated and is being aggressive

Front 228

dressing for a session is extremely important if the client has the potential to be aggressive. What should the clinician not wear?

Back 228

tank top/sleeveless shirt

Front 229

If the clinician has a locked arm, cupped hand that is placed on the forearm of a client, and fingers and thumbs passed together are all characteristics of a good

Back 229

check-in

Front 230

what is a preventative intervention?

Back 230

intervening with clients to attempt to de-escalate them before a crisis behavior occurs

Front 231

Some common preventative strategies that were discussed are________

Back 231

Functional communication training, differential reinforcement or incompatible behaviors and wait for the client to de-escalate themselves

Front 232

Clients have the right to _____

Back 232

be free from restraint, be free from abuse or harm, be informed about their treatment

Front 233

When working with an aggressive client the staff should always_____

Back 233

be aware of the exits sot that the clinician can get out of a dangerous situation if need be

Front 234

An example of differential reinforcement of incompatible behaviors would be _____

Back 234

telling the client to snap their fingers instead of pinching the clinician

Front 235

What should a clinician do if extra help is not effective or available?

Back 235

call 911

Front 236

When working with a client that has the history of biting it is important to _________

Back 236

know where the client's mouth is at all times

Front 237

When working in the schools with clients there may be many situations that arise that can compromise confidentiality. Which of the following best describes the possible threats to confidentiality within the school environment?

Back 237

Teacher-other teachers in the school often have questions and want to know how they can get an aide in their classroom, parents and students

Front 238

A client's privacy is legally protected by.....

Back 238

Health Insurance Portability and Accountability Act (HIPAA)

Front 239

Which best describes appropriate use of photographs with clients?

Back 239

in a team meeting it id decided that pictures of the client will be taken to be used within one of the client's lessons. In the team meeting the supervisor gets the parents written consent to take photos of the client in his next session

Front 240

Before stating to work with a client in the school environment it will be important to do which of the following?

Back 240

the direct staff or aide should have a conversation with the case supervisor regarding strategies to responding to possible threats to confidentiality and the case supervisor and direct staff should have a clear understanding of the client's rights and wishes for disclosing information in the school setting

Front 241

potential sources of protected health information include......

Back 241

conversations, emails, paper and electronic reports

Front 242

You are running late to your client appointment. You call the client to let them know but instead reach the client's voicemail. Which provides the best example of an appropriate message you might leave to ensure client confidentiality?

Back 242

Hi, this is Jane from TAT. I just wanted to let you know Im running a few minutes late today, but will be there soon

Front 243

When is the only time confidentiality can be breached without prior written consent?

Back 243

suspected abuse

Front 244

Which of the following are appropriate strategies for maintaining confidentially when working in the community with clients?

Back 244

Be prepared for the worst and remain confident that you do not have to reveal the client's private information to any strangers in the community

Front 245

There are many ways that confidentiality may be compromised. In regards to a company's name, such as Autism Network, what are some potential ways to protect confidentiality?

Back 245

Avoid leaving voice messages using the full company name

Front 246

What BESt describes the ethical consideration that comes into play when collecting the referrals from current clients?

Back 246

Exploitive relationship- should not be putting clients in this position. This is taking advantage of a client who may not wish to provide a referral but feels that they have to in order to have you continue to provide therapy to their child

Front 247

All of the following are within the nine ethical principles discussed EXCEPT:

Back 247

ensure there is a scientific basis for any treatment

Front 248

Monica has been a therapist on a client's case for some time. One day the parents ask Monica if she would babysit on the weekends for them and offer to pay therapy rate. Monica agrees to baby sit. Which best describes the ethical guideline in consideration here?

Back 248

Engaging in bartering/exploitative relationship with client

Front 249

The guidelines for responsible conduct were developed by the _______ and are expected to be known and followed by all certificated individuals

Back 249

BACB

Front 250

The belief that a being has an innate right to be valued and receive ethical treatment is best described by which of the following terms discussed in this training?

Back 250

Client dignity

Front 251

Julie currently works with two clients whose parents know each other and speak often. One day one of the parents begins to ask Julie several questions about the other client's progress. Julie know the families are good friends so she updates the parent on the other child's program and the current challenges he is experiencing. What ethical guideline is Julie neglecting in this situation?

Back 251

Maintaining confidentiality

Front 252

Sally supports a client at school each morning. One day a teacher approaches her and says she is so impressed with how Sally works with the client and is curious about the work the client does in the home setting. Sally tells the teacher all about the client's home program. What ethical guideline has Sally potentially violated in this situation?

Back 252

Disclosure of private client information without proper consent

Front 253

Under the first guideline the reliance of scientific knowledge is discussed, What does this guideline refer to?

Back 253

Recommendations should be based in research and be actively include in conducting research

Front 254

Maggie is a full-time therapist and also attends graduate school. She begins to fall asleep during sessions and doesn't tell anyone. What possible ethical guiding is Maggie violating?

Back 254

Engaging in responsible conduct-refrain from providing services when person circumstances may compromise the quality

Front 255

Manny is assigned to a new client. He is unfamiliar with the lessons the new client is working on. Manny doesn't say anything to the program supervisor/BCBA. What best describes the ethical guideline that comes into play with Manny's situation?

Back 255

Working outside the scope of competence