diff --git "a/ocr_text (1).csv" "b/ocr_text (1).csv" new file mode 100644--- /dev/null +++ "b/ocr_text (1).csv" @@ -0,0 +1,10693 @@ +page,text +245,"C) PTB ABA Exam Study Manual Domain E: E12 +CO) LAWS, RULINGS AND } Example: Behavior analysts, Registered Behavior Technicians, +© STATEMENTS THAT teachers, pediatricians, group home staff, nursing home staff, etc. +~~"" PROTECT CLIENTS’ _ © Legally mandated reporters are required to report suspected abuse, +("") RIGHTS neglect, financial exploitation to child protective services or other +“ (Cont'd) relevant authorities. +C) _ © Laws vary state to state, so be sure to acquaint yourself with your +on state’s laws in regards to mandated reporting. +CO) | Failing to report can result in civil penalties and/or criminal +O . prosecution. +C ' | THE RIGHT TO EFFECTIVE EDUCATION: +~ _ ¢ Astatement generated from a report by the Association for Behavior +Cc} Analysis International Task Force that outlines recommendations for +_ : effective education, derived from the principles that have been +C) demonstrated to improve all student learning and performance. +Cy e Requires that assessment and educational treatments: +So! } 1. Are based on research demonstrating effectiveness. +CY 2. Address functional relations between behavior and environment. +~ 3. Are monitored and evaluated on a systematic and ongoing basis. +C -) 4. Only be considered when likely to be effective, based on em pirical +oO evidence and assessment results. +CO THE RIGHT TO EFFECTIVE BEHAVIORAL TREATMENT: + _ ¢ Astatement that was developed by the Association for Behavior +Ce) Analysis International Task Force, explaining their position on a client's +_ right to effective behavioral treatment as a set of guiding principles +Cc) : designed to protect individuals from harm as a result of either the +on i lack of, or the inappropriate use of, behavioral treatment. +CD) | © Entails rights of individuals receiving ABA services. +cy _ © Six basic client rights: +a 1. Therapeutic environment. +eC _ 2. Overriding goal: Personal welfare. +a 3. Treatment by a competent behavior analyst. +C) ' 4. Acquisition of functional skills. +— - & Ongoing evaluation and assessment. +C) : 6. Most effective treatments available. +©) | STATEMENT ON RESTRAINT AND SECLUSION: +Cc) _ Astatement generated by a task force authorized by the Executive +— _ Council of the Association for Behavior Analysis International. +C) _ © Defines and explains the uses of restraint, seclusion, and time-out +won procedures, +© _ © Requires informed consent, oversight, and monitoring. + |e Addresses what constitutes the necessity for emergency procedures. +© 3 +C) +a Please Do Not Duplicate 245 +CD" +246,"PTB ABA Exam Study Manual Domain E: E.12 +LAWS, RULINGS AND e Three main areas: +STATEMENTS THAT 1. Welfare of client is the first priority. +PROTECT CLIENTS’ 2. Right to choose: Clients have the right to be involved in decisions +RIGHTS about treatment. +(Cont'd) 3. Principie of least restrictiveness. +WYATT VS. STICKNEY: +¢ A federal court ruling establishing that involuntarily institutionalized +individuals with mental illness or intellectual disabilities have the +constitutional right to personal treatment with minimum standards of +care, which includes the right to individualized treatment plans, safe +and sanitary living conditions, and adequate staffing. +e Sought to transition individuals from large institutions to community- +based care settings. +e Includes three elements: +1. Humane psychological and physical environment: + +o Eliminated unnecessary medication, physical restraint and +isolation, experimental research, and unwanted treatment +procedures (e.g., lobotomy and shock treatment). + +o Access to adequate food, medical care, clothing, exercise, and +religious worship. + +2. Qualified staff to implement effective treatment. +3. Individualized treatment plans. + + ETHICS DEVI. WARN.NG: Code Standard 2.06: Accuracy in Service Billing and | +| | Reporting: Behavior analysts identify their services accurately and include alll | +AR required information cn reports, bills, invoices, requests for reimbursement, and + +TY “PP receipts. They do not implement or bill nonbehavioral services under an +MY authorization or contract for behavioral services. If inaccuracies in reporting or | +HY oy billing are discovered, they inform all relevant parties (e.g., organizations, licensure + +| boards, funders), correct the inaccuracy in a timely manner, and document all | + +| actions taken in this circumstance and the eventual outcomes. | +246 © 2332 - 2024, Pass the Big ABA Exam" +247,"PTB ABA Exam Study Manual Domain E: Review Qs +DOMAIN E: ETHICAL AND PROFESSIONAL ISSUES +1. (E.1) TRUE or FALSE: The Code’s definition of behavior analyst only refers to individuals who are +board certified. +2. (E.2) List at least four harmful consequences of unethical behavior: , + esp oN +_ 3. (E12) What percentage of an RBT’s monthly hours must be supervised by a BCBA? + 4. (E.11) TRUE or FALSE: Having an awareness of and reflecting on personal biases and challenges +is one of the Code’s standards? +5. (E.10) List three examples of unethical harassing behaviors; +| aN +6. (E.8) What is the best way for supervisors to assess the effectiveness of their own supervision? +eee +7. (E.3) List five ways a BCBA can maintain and/or expand their professional competence: +Oe SSSSSSSesFSSCCC*Fgarnd +. 8. (E.2) List the four BACB corrective actions for a Code violation: ; +a, eed + 9. (E12) TRUE or FALSE: A BCBA that conducts RBT assessments is required to complete an 8-hour +supervision training. +10. (E.7) How long after a professional relationship has ended can a behavior analyst enter into a +romantic relationship with a client, stakeholder, trainee, or supervisee? +Il. (E.1) List the 4 core principles of the Code; +. ed +| 12. (E.3) What is the length of a certification cycle for BCBAs? +13. (E.7) If a behavior analyst has had a romantic relationship with a potential supervisee or +. trainee, how long after that relationship has ended can a supervisee/trainee relationship be +formed? +Please Do Not Duplicate 247" +248,"PTB ABA Exam Study Manual Domain E: Review Qs +14. (E.2) List the six sanctions that can be imposed by the BACB for a Code violation: oT +$ret errr Fp perenne f ————stccannnanammenennansammemmmmres f ———————————~+—sssuuunsuauicnnnniiaasaaamimsaemmams Ff _ +a, NA { +15. (E.5) This is the required disclaimer that a behavior analyst who provides non-behavioral CJ +services must display, to clearly distinguish their non-behavioral services from their oo +behavioral services: ee! +16. (E.12) In order to supervise BCBA candidates, a supervisor must complete an a +-hr. supervisor training curriculum and _ Cnt Of CEs ir (_) +supervision for each recertification cycle. — +17. (E.4) List the five conditions that place a limit on confidentiality: , = +and . ‘ama! +18. (£12) What are the three main focus areas in the statement on restraint and seclusion? None! +i fe ING C4 +19. (E.3) Ina recertification cycle for BCBA certificants, how many of the required units must bein (_) +ethics? ~ +20. (E) Match the term to its corresponding definition: af +1. Scope of competence. A. Mixing a behavior analyst's behavioral and personal roles = ~~"" +2. Scope of practice. with a client, stakeholder, supervisee, trainee, research C +3. Multiple relationship. participant, or someone closely associated with or related _ +4, Third party. to the client. A +5. Sanctions. B. When working as a behavior analyst, professional activities ~~ +6. Conflict of interest. or services must be based in behavior analysis. Nel +C. Disciplinary actions imposed by the BACB, that place a _ +restriction on an individual's ability to practice. These foe +consequences are published on the BACB website inthe ©) +subject's Registry record until the sanction requirements ~~ +are completed. — +D, Any individual, group of individuals, or entity who requests. +and funds services on behalf of a client or group of clients...’ +E. The professional activities a behavior analyst can oN +proficiently perform. Neve +F. Anincompatibility between a behavior analyst's private CY +and professional interests, resulting in risk or potential risk =~” +to services provided to, or the professional relationship (ae +with, a client, stakeholder, supervises, trainee, or research os +participant. Ve +248 © 2012 - 2024, Pass the Big ABA Exam = +©" +249,"( ~) PTB ABA Exam Study Manual Domain E: Review Qs +CO +oy 2 (E.12) Match the policy to its description: +~ 1, Hancock vs. Avery. A. Acceptable characteristics of treatment +C) 2. IDEA. environments. +oon 3. Wyatt vs. Stickney. B. A free and appropriate education is the +CO 4, The right to effective education. right of all children. +Cy 6. The right to effective behavioral treatment. C. Recommendations for empirically +Senne validated educational treatment. +CY D, Limits the duration and places conditions +~~ on the use of time-out. +Cc) E. Aset of guiding principles to protect +on individuals from harm as a result of poor +CD behavioral treatment. +C) 22. (E.12) This defines and explains the accepted uses of restraint, seclusion, and time-out +CO procedures: ___ +C “23. (E.5) TRUE or FALSE: The Code does not have a standard related to public statements on social +_ media. +—, 24, (E.3) The Code defines this term as “the professional activities a behavior analyst can + consistently perform with proficiency”: +OO) 25. (E10) This term describes promoting equity in service to clients, caregivers, supervisees, and +ey trainees by gathering and considering individual information to inform the delivery of +a services: +my +~~ 26. (E.5) Before publicly sharing client information in digital content, what must a behavior +CO) analystensure? and +CO 27. (E.6) List the six possible conditions under which discontinuation services would be +Cy appropriate; +—~ nd +C) +oO 28. (£.12) What is included within the Code’s definition of clients’ rights? +K ‘wat? +CO 29. (E.4) This is a federal law that requires client privacy and establishes rules for the storing and +Cy transitioning of clientrecords:_ +(-) 30. (E12) What is the federal court ruling that gives institutionalized individuals the right to +O personal treatment with minimum standards of care? +O 31. (E.5) Is it appropriate to ask for a testimonial from a current client? +Cc 32, (E12) What is the maximum number of su pervisees that a supervisor can take on? +CO) +CO) +af Please Do Not Duplicate 249" +250,"PTB ABA Exam Study Manual Domain E: Review Qs ~~ +33. (£3) Practicing within the confines of behavior analysis describes a behavior analyst's scope -—, +of _ Sal + +34. (E.7) When giving or accepting gifts from clients, stakeholders, supervisees, or trainees, ~ +behavior analysts do not exceed a value of more than $ US dollars. (_) + +35. (E.5) List the four requirements for publishing client information and/or digital content on C) +professional social media accounts and websites: of +eee, AN CL ‘uaa + +36. (E.9) A behavior analyst who self-reflects and recognizes their own prejudices and implicit ~ +and explicit biases, is exercising: Cy + +37. (E.7) TRUE or FALSE: According to the Code, behavior analysts are forbidden to engage in a C) +multiple relationship. a + +38. (E.12) If inaccuracies in reporting or billing are discovered, what should a behavior analyst do? oo +39. (E.3) ABCBA must complete units of continuing education per — +—_____ year cycle. Co + +40. (E12) What does an RBT requirements coordinator do? Lo += + +250 © 2012 - 2024, Pass the Big ABA Exam A!" +251,"PTB ABA Exam Study Manual Domain F +BEHAVIOR ASSESSMENT +F.] Identify relevant sources of information in records (eg,, educational, medical, historical) at +the outset of the case. +F.2 Identify and integrate relevant cultural variables in the assessment process. +F.3 Design and evaluate assessments of relevant skill strengths and areas of need. +F.4 Design and evaluate preference assessments. +. F.5 Design and evaluate descriptive assessments. +' F.6 Design and evaluate functional analyses. +F.7 Interpret assessment data to determine the need for behavior-analytic services and/or +a referral to others. +F.8 Interpret assessment data to identify and prioritize socially significant, client-informed, +and culturally responsive behavior-change procedures and goals. +Please Do Not Duplicate 251" +252,"PTB ABA Exar Study Manual Domain F +ms, —@ Mea ® +ary OAM ee +1 “el Pet {| vio i +pd sages, | +a fh a +252 © 2012 - 2024, Pass the Big ABA Exam" +253,"PTB ABA Exam Study Manual Domain F +ETHICAL Prior to the initiation of any assessment activities, behavior analysts +. CONSIDERATIONS IN must provide an opportunity for clients and/or stakeholders to give +ASSESSMENT informed consent. +The Code’s definition of client: The direct recipient of the +behavior analyst's services. At various times during service +provision, one or more stakeholders may simultaneously meet +the definition of client (e.g., the point at which they receive +direct training or consultation). In some contexts, the client +might be a group of individuals (e.g., with organizational +' behavior management services). +| The Code’s definition of stakeholder: An individual, other than + the client, who is impacted by and invested in the behavior | +. | analyst's services (e.g., parent, caregiver, relative, legally +| authorized representative, collaborator, employer, agency or f +. | institutional representatives, licensure board, funder, third-party | +| contractor for services). + ETHICS DEVIL WARNING: Code Standard 2.11: Obtaining Informed Consent: Behavior } +analysts are responsible for knowing about and complying with all conditions i +ek under which they are required to obtain informed consent from clients, +(Gan wyp Stakeholders, and research participants (e.g., before initial implementation of +. ; So assessments or behavior-change interventions, when making substantial +Oi ~p changes to interventions, when exchanging or releasing confidential information or + records). They are responsible for explaining, obtaining, reobtaining, and +| documenting required informed consent. They are responsible for obtaining assent +| from clients when applicable. +St nS SS A SS SSE sit etn erent me renee a +| Code’s definition of informed consent for information +use/sharing: The permission given by an individual with the +. } legal right to consent before participating in services or +| | research, or allowing their information to be used or shared. +| Providing the opportunity for an individual to give informed +: | consent to share or use their information involves +| communicating about: 1) the purpose and intended use; 2) the | +: audience; 3) the expected duration; 4) the right to decline or +withdraw consent at any time; 5) potential risks or benefits; 6) +any limitations to confidentiality or privacy; 7) whom to contact +for questions or concerns at any time; and 8) the opportunity to | +| ask questions and receive answers. +Please Do Not Duplicate 253" +254,"PTB ABA Exam Study Manual Domain F +ETHICAL THREE REQUIRED ELEMENTS TO ENSURE INFORMED CONSENT: +CONSIDERATIONS IN 1. The client has the CAPACITY to make an informed decision: +ASSESSMENT e Understands nature of the procedure, risks, and relevant information. +(Cont’d) e Has adequate mental processes for gaining knowledge. +ct_|, « Has the ability to select and express choice. +3 ELEMENTS FOR | e Has the ability to engage in a rational process of decision-making. +INFORMED CONSENT | «If aclient’s disability prevents informed decision-making, then a +. legally authorized representative can make decisions on their behalf. +apacity | 2. Consent to participate must be VOLUNTARY, given in tne absence of +oluntariness coercion, duress, or any undue influence. Participants must know that +nowledge J they can withdraw at any time. + +—_a_— 3, The client and/or their legally authorized representative must have +KNOWLEDGE about their participation (e.g., purpose of services, time +commitment, procedures, risks and benefits, adverse effects, limits to +confidentiality or privacy, point of contact, and alternative choices). + +e Information must be delivered in clear, nontechnical language and +there should be time for questions and answers. + +THINK: Being informed means being able to answer questions about +the procedure in their own words. +| The Code’s definition of legally authorized representative: Any +individual authorized under law to provide consent on behalf of +an individual who cannot provide consent to receive services or +participate in research. +ADVOCATING FOR ¢ Itis a behavior analyst's ethical responsibility to utilize evidence- +EVIDENCED~BASED based assessment activities, and to make sure their clients +ASSESSMENT understand the benefit of evidence-based assessment. +al. ETHICS DEVIL WARNING: Code Standard 3.12 Advocating for Appropriate Services: | +O>> , Behavior analysts advocate for and educate clients and stakeholders about +We VF evidence-based assessment and behavior-change intervention procedures. They ++ OK also advocate for the appropriate amount and level of behavioral service provision | +Tt and oversight required to meet defined client goals. | +RELEVANT CODEITEMS jn addition to what has already been mentioned, we have connected +FOR DOMAIN F relevant items from the Ethics Code for Behavior Analysts (Code) +throughout this section including: + +e« Accepting clients; ruling out medical concerns; cultural +responsiveness and diversity; communicating about services; +selecting, designing, and implementing assessments; identifying +stakeholders; practicing within one’s scope of competence; making +referrals; involving clients; and selecting, designing, and +implementing interventions. + +254 © 2012 - 2024, Pass the Big ABA Exam" +255,"_ PTB ABA Exam Study Manual Domain F: F.1 + | acts F.1. Identify relevant sources of information in records (e.g., educational, medical, +i historical) at the outset of the case. +FEGeBAR : F.1 Review relevant information in available records and data (e.g., educational, +RR medical, historical) at the outset of a case. +: RELEVANT SOURCES OF * Gathering, integrating, and reviewing the existing information +INFORMATION IN (available records) about a new client at the outset of acase. +_ RECORDS o Ensures a comprehensive understanding of who the client is and +their specific needs. +| © Consideration of relevant history (e.g., education, medical, +psychological, behavioral, etc.). +o Information about previous effective and ineffective services and + strategies. +© Insight into the unique needs of the clients to determine if needed +services are within the provider’s scope of competence. +e The relevance of previous records depends on a practitioner’s context +. of practice. We would argue any previous information can inform the + assessment process. + [ ETHICS DEVIL WARNING: Code Standard 3.03: Accepting Clients: Behavior analysts +only accept clients whose requested services are within their identified scope of +| {eed competence and available resources (e.g., time and capacity for case +| GCs aap Supervision, staffing). When behavior analysts are directed to accept clients +Wy } outside of their identified scope of competence and available resources, they take +“ Or appropriate steps to discuss and resolve the concern with relevant parties. +"" Behavior analysts document all actions taken in this circumstance and the +a eventual outcomes. +TYPES OF RECORDS: +1. School-based records: +| ¢ Individualized education programs (IEPs): Goals, accommodations, +| progress on academic and behavioral objectives. + e Academic records: Attendance records, report cards, standardized +test scores, and notes from teachers or counselors. +¢ School-based functional behavior assessments (FBAs): Targeted +behaviors, antecedents, previously utilized strategies and +. replacement skills. +| 2. Medical records: +* Diagnostic reports, medication information and health history. +a scr SE =) +ASE ETHICS DEVIL WARNING: Code Standard 2.12: Considering Medical Needs: Behavior +fe 3 analysts ensure, to the best of their ability, that medical needs are assessed and +ap)” addressed if there is any reasonable likelihood that a referred behavior is + "" Oi influenced by medical or biological variables. They document referrals made to a +, medical professional and follow up with the client after making the referral. } +Please Do Not Duplicate 255" +256,"PTB ABA Exam Study Manual Domain F: F.1- €.2 +RELEVANT SOURCES OF 3._ Historical records: + +INFORMATION IN e Past ABA assessments and programs. + +RECORDS e Early childhood records, treatments, developmental milestone reports, +(Cont'd) etc. + +* Non-ABA interventions (e.g., speech, OT, etc.). + +e History of relevant behavioral incidents. + +e Psychological evaluations, test results, etc. + +e Therapy or counseling reports, notes, goals, and progress. + +e Relevant legal history (e.g., custody agreements, guardianship, etc.). + +Let F.2 Identify and integrate relevant cultural variables in the assessment process. +CULTURAL VARIABLES « Cultural contingencies shape behavior, and should be considered in +the assessment process. + +e Culture ccin oe defined as, “the extent to which a group of individuals +engage in overt and verbal behavior reflecting shared behavioral +learning histories, serving to differentiate the group from other groups, +and predicting how individuals within the group act in specific setting +conditions.” (Sugai et al. 2012, p.200.) + +e Cultural iclentity: The occurrence of specific stimuli and response +classes that are connected to a person’s race, socioeconomic class, +age, religion, sexual orientation, ethnicity, disability, nationality, and +geographic context. + +Thiliix: A client’s personal values, learned reinforcers, characteristics, +and unique circumstances. What is important to this person? + +¢ Understanding cultural variables helps guide the assessment process +and results in improved quality of services for diverse populations. + +e Behavior cinalysts who lack the experience and knowledge to serve a +culturally diverse client should take the time to learn about the client’s +cultural behaviors, values, and norms as well as gain direct exposure +to culturally similar experiences and people. (If not possible, client +should be referred to somebody with specific knowledge/experience.) + +e Assessors should collaborate with cultural experts to better +understand the cultural perspectives of their clients. + +CONSIDERATIONS FOR IDENTIFYING AND INTEGRATING RELEVANT +CULTURAL VARIABLES IN THE ASSESSMENT PROCESS (E.10): +1. Establishing the assessment team: + +e In addition to the clinical team, there should be collaboration with +family, community members, and professionals to learn about the +client’s culture and for awareness of sociocultural explanations of + +i client behavior. +© Am AW AH 4H 45 4 40 4 4&5 4@F +oy CAUTION: Don't forget to get consent first! (Code, 2.11) +Joo 4 40 4H 48 ff GS i & 4H 5 +256 © 2012 - 2024, Pass the Big ABA Exam" +257,". PTB ABA Exam Study Manual! Domain F: F.2 +. CULTURAL VARIABLES 2. Ensuring assessor's cultural responsiveness: +(Cont'd) ¢ An assessor should consider their own cultural values, preferences, +characteristics, and circumstances. A culturally aware assessor can + identify the reinforcement and punishment contingencies that have +been established by themselves, their colleagues, their family, and + any other social group they may belong to or identify with. +¢ Assessors should learn about the client’s cultural values, preferences, +| characteristics, and circumstances. Not doing so can result in +treatment recommendations that don’t align with (or even interfere +with) the client’s cultural values. + e Assessors should receive cultural awareness training and reflect on +how culture might impact their belief syste. + e Assessors should self-assess their understanding of cultural diversity +and their biases, and how that affects relationships with clients. (E.11) +| [ ETHICS DEVIL WARNING: Code Standard 1.07: Cultural Responsiveness and Diversity: | +Behavior analysts actively engage in professional development activities to acquire + pkg knowledge and skills related to cultural responsiveness and diversity. They evaluate +GC Dn Dy their own biases and ability to address the needs of individuals with diverse +ey) i needs/backgrounds (e.g, age, disability, ethnicity, gender expression/identity, +“ CL~p immigration status, marital/relationship status, national origin, race, religion, sexual + —= orientation, socioeconomic status). Behavior analysts also evaluate biases of their + supervisees and trainees, as well as their supervisees’ and trainees’ ability to +address the needs of individuals with diverse needs/backgrounds. +— 3. Communication: + e Communication should be easily understood and culturally aware. + +* Assessors should consider how their spoken and written language will +be perceived by a client; avoid culturally inappropriate language and +behavior analytic jargon. This can lead to confusion, and impact + + participation in the assessment and recommended procedures. +ETHICS DEVIL WARNING: Code Standard 2.08: Communicating About Services: +. Behavior analysts use understandable language in, and ensure comprehension +| S of, all communications with clients, stakeholders, supervisees, trainees, and +eC Dr ap research participants. Before providing services, they clearly describe the scope of +ea services and specify the conditions under which services will end. They explain all +s rf assessment and behavior-change intervention procedures before += implementing them and explain assessment and intervention results when they + are available. They provide an accurate and current set of their credentials and a +| description of their area of competence upon request. J +¢ Assessment paperwork should be at the level of literacy and + comprehension of the language for the individual completing it. + +* If there is limited language comprehension, to avoid embarrassing or +intimidating the individual, get information orally and/or have another +person complete the paperwork and/or provide forms in the native + +| language, or get an interpreter. +Please Do Not Duplicate 257" +258,"PTE ABA Exam Study Manual Domain F: F.2 + +CULTURAL VARIABLES 4. Choosing assessment activities: + +(Cont'd) e Select assessment methods with consideration of cultural factors, +preferences, and norms. + +* Modify assessment activities to better fit the cultural values, norms, +and preferences of the client (e.g., translating materials, using +culturally relevant examples and visuals, atc) + +e Clients should not be expected to conform to an assessor's cultural +values or scientific expectations. + +e Assessment practices should be rooted in an assessor's clinical +expertise and their knowledge of a client's preferences and learning +histories. + +| ETHICS DEVE WARNING: Code Standard 2.13: Selecting, Designing, and | +=o implementing Assessments: Before selecting or designing behavior-change +aC . interventions behavior analysts select and design assessments that are + +us ¥ conceptually consistent with behavioral principles; that are based on scientific + evidence; and that best meet the diverse needs, context, and resources of the +ad client and stakeholders. They select, design, and implement assessments with a + focus on maximizing benefits and minimizing risk of harm to the client and . +| stakeholders. They summarize the procedures and results in writing. + +5. Defining target behaviors: + +* in addition to identifying target behaviors, examine (and understand) +the functional relationships between behavior and culture. + +e Use positive language to define problem behaviors so that definitions +don't feel accusatory. + +e Use forms of communication that are sensitive to cultural differences +(e.g., eye contact, wait time, meanings of words, non-vocal body +language, personal space, and quality of voice). + +6. Data collection: + +« Family members should be involved in developing data collection +protocols, determining the time, date, and location of data collection, +and decicling who will be present for data collection. + +e¢ Methods should be adapted to the family’s interaction and style. + +e Prior to data collection, assessors should understand the client’s +cultural perspectives, literacy, communication, and language +background. + +7. Analyzing data: + +e Assessments should go beyond identifying motivating operations, +antecedents, behaviors, and consequences; they should also +incorporate an assessment of cultural preferences and norms. + +e Assess the socio-cultural variables that could help exolain +occurrences of target behavior. + +e¢ Consult clients and their families about cultural variables that may +influence assessment results. + +253 © 2012 ~ 2024, Pass the Big ABA Exam" +259,"PTB ABA Exam Study Manual Domain F: F.3 +begs F.3 Design and evaluate assessments of relevant skill strengths and areas of need. +! | ete v\: / £4 lmplement assessments of relevant skill strengths and deficits, and contextual fit +[EE (e.g., client values, cultural variables, social validity, environmental resources). +ASSESSING SKILLS AND __ The purpose of a functional behavior assessment (FBA) is to identify a +BEHAVIORS client's strengths and areas of need, to guide the development of goals +. and effective interventions. +ff co | SSE Na A uate ok TESTS PT ee cranny eee et pre ar rpm rere pupae arma eee me rene eae ere: . _— \ +| Functional behavior assessment (FBA): The systematic i +. methods and activities (indirect assessment, direct +| assessment, and functional analysis) used by behavior analysts + | to gather information about the function of problem behavior, +| the results of which are used to guide goal setting and + | interventions for decreasing target behavior and increasing + desirable behavior. +FBA METHODS FUNNEL +Yields least precise information +. coin ND EAE +List ULSTER +ee +inten rune yy +i Oaatin tse JNSY JSP +2 OE Se +aon egaernay + Yields most precise information +Graphic: FBA methods. +e Practitioners must design FBA packages that will lead to the most +comprehensive and complete information. +* To produce the best outcomes, an FBA can combine a variety of +assessment activities (i.e., structured interview, rating scales, direct + observation, functional analysis). +¢ The most important part of an FBA is gathering reliable and valid +data, and the analysis of that data. + WAYS TO COLLECT CLIENT INFORMATION IN AN ASSESSMENT (FBA): +¢ Record review. (F.1) +e Indirect assessments. (F.3) +* Direct assessments. (F.3) +e Preference and reinforcer assessments. (F.4) +e Descriptive assessments. (F.5) +¢ Functional analysis. (F.6) +Please Do Not Duplicate 259" +260,"PTB ABA Exam Study Manual Domain F: F.3 +INDIRECT ASSESSMENT e Assessor relies on the recall and truthfulness of the people who know +the client best. +THINS: Talk to the client’s people. +« Ensures an understanding of the natural events that correlate with +the behaviors of interest. +e Initial insight into the variables that may be maintaining target +behavior. +e« Can be a combination of interviews, checklists and rating scales. +Gaining a personal and historical perspective, gathering +preliminary insights for descriptive assessments; forming +ca i, aAhypothesis of behavior function; identifying preferences +Wee ad wal and potential reinforcers; identifying best direct +observation times, and formulating potertial functional +analysis conditions. +48 48 AH 4H 4H OH 4H 4 4H &f +CAUTION: Direct methods should be used to evaluate the accuracy of +indirect assessment results. +48 4 HZ 4H 4H fH iH HE 4H 4&5 +“ e Doesn't require client observations. +Aigege< | | y +Breakfast OQ, 9:00am | >< | : | + 9:30AM) fot bo : : | . a +Health & Selence —1000AMS > KOOL a +Math (group) na 10:30 AM ‘ ; “ i +Math (individual) 1:00 AM| Sp : < ‘ | +we 1:30 AMI ; SS “* t | +Lunch & Break : 12:00 PMI —_ . : : ; A | +Writing (creative) 12:30 PMI —— ; : “A | +writing (grammar) ~ 1000 PMS <7 < NS SPOOL ODDO +PM Departure od 5:00PM - a . ~ [- po * “ > * oN © +MME +Client Confidential information +Graphic: Sample of scatterplot data sheet. +__, ~@ Identifies a relevant time period for an ABC assessment and potential +etme). intervention schedule. +“litse¢ e Helps determine best schedule for intervention, and staffing needs. +..¢ Useful in identifying factors that affect multiple students’ behaviors. +282 © 2012 - 2024, Pass the Big ABA Exam" +283,"PTB ABA Exam Study Manual Domain F: F.5 - F.6 +SCATTERPLOT ~ « Only a hypothesis of function. +RECORDING « Doesn't reflect how many times behavior occurred. +| (Cont'd) ewe ° Requires user know-how to create specific charting. +| c e Accuracy hard to attain. +wae J « Subjective determination of how often a behavior occurs + « Can be difficult to interpret. +¢ Does not include antecedents and consequences. + ¢ Doesn't help identify replacement behaviors. +| | acti, F.6 Design and evaluate functional analysis. +| +FUNCTIONAL ANALYSIS e Originally developed by Iwata et. al. +(FA) e Antecedents and consequences that occur in a client's natural +oe . environment are arranged and systematically manipulated so that +a.k.a. Experimental their individual effects on the target behavior can be observed and +functional behavioral measured. +assessment, analog THINK: Being able to turn behavior on and off = Functional control. +_ assessment, traditional. Gqn be conducted in natural settings and contrived settings (i.e., lab). +FA, extended FA, basic ¢ The only FBA method that allows you to make data-based claims +FA. about the maintaining reinforcer (function) of challenging behavior. + ¢ A multielement design is used for the visual analysis of FA results. (D.7) +¢ The pattern of behavior that emerges identifies the function(s). +¢ Typically conducted across multiple sessions. +Wes, | Way. Confirming hypotheses about behavior functions. +¢ FAs should include any relevant/hypothesized test conditions and one +control condition. +CONDITIONS IN AN FA: +: ¢ Contingent attention (test). +* Contingent escape (test). +¢ Tangible (test) (not part of lwata’s original work). +| e Alone (test). +e Free play (control). +yer, +{ PROCEDURE +eyes +1. Present the control condition: + * All sources of reinforcement are freely available (e.g., attention +and access to tangibles) and no demands are placed. +THINKS Enriched environment. +¢ Behavior is expected to be low in this condition and acts as a + comparison condition for the FA test conditions. +2. Once the behavior is at a low rate, the test conditions are +introduced sequentially for comparisons: +e Test and control conditions are presented one at a time with +systematic sequence alternations. +Please Do Not Duplicate 283" +284,"PTB ABA Exam Study Manual Domain F: F.6 + +FUNCTIONAL ANALYSIS 3. Each test condition should create a possible EO for the target + +(FA) behavior, with reinforcement available. + +(Cont'd) 4. The occurrence of target behavior is measured in each test +condition: + +e The test condition with highest rates of the target behavior will +demonstrate the function(s). + +5. Graph and interpret results: + +¢ Visually inspect graphed data. + +‘THINK: Function(s) rise to the top. + +e Identify the conditions in which high rates of challenging behavior +occur. Look for data paths that rise towards the top and are +differentiated from other conditions. + +‘THUNK: Far away from the other data paths. + +¢ Target behavior can have more than one function (e.g., two +functions, means two pathways rise towards the top). + +* A target behavior that occurs in all (test and control) conditions +(i.e., data paths look like a spider web) = Undifferentiated results = +Suspected automatic reinforcement function. + +~ e Aclear demonstration of variables that confirm the function of the +es . target behavior. +‘ud’ — THINK: Scientific evidence. +="" « Standard to which all other forms of FBAs are evaluated. +~ « Enables valid development of effective function-based interventions. +; ¢ May temporarily strengthen/increase challenging beravior. +| © Behavior may acquire new maintaining reinforcers/functions. + Example: in an FA, elopement behavior is hypothesized to be + maintained by negative reinforcement. During the demand condition +i the assessor is present to remove the demand, which results in + unintentional attention, adding a new maintaining consequence for +vege the target behavior. +ca | e Requires funding, time, effort, informed consent, training and +we professional competency. (Cede, 1.05} +Ph L e Low acceptability by clients and caregivers because of the potential +(CDN € | to increase challenging behavior. +. SS la | © Difficult to use for serious, low-rate behaviors (e.g., behaviors that +Ary | occur once every six months). + +Example: A client's severe self-injurious behavior occurs + approximately once every two months. In order to analyze the + behavior, an assessor must contrive the test contingencies that evoke +(the behavior. This is not a good idea and should not be done. + +284 © 2012 - 2024, Pass the Big ABA Exam" +285,"PTB ABA Exam Study Manual Domain F: F.6 + +FUNCTIONAL ANALYSIS THE ABCs OF FUNCTIONAL ANALYSIS + +(FA) - + +(Cont'd) FA CONDITION A i G FUNCTION +Contingent Attention diverted/EO if challenging Attention ‘cinfvcement +attention. for attention. behavior occurs. delivered. — : + +(attention). +Contingent Task demands if challenging Demands Negative +presented/EO for . bs +escape. escape behavior occurs. removed. reinforcement. +Empty environment, no If challenging No response to Automatic +Alone. people, no stuff/EO behavior/i 7 teint + for stimulation, behavior occurs. behavior/ignored. reinforcement. + wy t . . Positive +. Desired item withheld — if challenging os . +| Tangible. or removed. behavior occurs. Access Is given. —-» reinforcement +(tangibles). +No demands, tons of if challengin No response to Automatic +Control/ Play. attention and access behavior occurs behavior/; nored. reinforcement +to stuff/no EO. g . +ABC chart. ABCs of functional analysis. + CONTINGENT ¢ The contingent attention condition tests for a positive reinforcement + +ATTENTION CONDITION function. + +Sadie. If taking | EO in test condition: | Deprived of social attention. | + +fal)? \ attention | + +a 2 away from the | Tested function: Positive reinforcement (access to attention). | +client turns L ___ _ _._J + the behavior on, and Table: Contingent attention. + +giving attention back yt, + +turns it off, then the c PROCEDURE + +function of the bs + +behavior is attention. 1. Establish an EO for attention by removing or withholding attention + +(deprivation). + +2. If/when the target behavior occurs, the assessor provides attention +until the behavior stops. (Attention can be a mild reprimand, +soothing statements in response to the behavior.) + +3. Continue providing attention to re-establish the condition, then +attention is removed again. + +4, Each time the challenging behavior occurs, the attention is +provided, the behavior stops, and attention is again removed. + +Please Do Not Duplicate 285" +286,"PTB ABA Exam Study Manual Domain F: F.6 +CONTINGENT FA: ATTENTION FUNCTION + +ATTENTION CONDITION > - KEY + +(Cont'd) < ; ZO # Escape + +5 3 @ Attention + +3 5 5 gw Alone + +ae a Control + +Og 8 + +65 4 + +34 3 ae + +2 +Ec + +é ToD 12 Graph: Attention function. +- Sessions +ok a bel If the attention data path rises to the top, then the function of the +@: ti . , target behavior is positive reinforcement (attention). +‘eu ote} +CONTINGENT ESCAPE e The contingent escape condition tests for a negative reinforcement +CONDITION function. +ag If placing a _EO in test condition: | Presentation of a demand. +WO demand turns Negative reinforcement (escape from +tog the behavior Tested function: g P +on, and removing the demand). +demand turns it off, Table: Contingent escape. +then the function of the pay +behavior is escape. ( PROCEDURE + +1. Establish an EO for escape by repeatedly presenting non- +preferred demands (deprivation of relief). + +4@ 40 4 4H 4H 4H 4H 4 4H &@ + +CAUTION: A demand does not just mean academic demand, like + +homework. A demand can be anything that a person finds aversive + +and wants to escape from (e.g,, social interaction, toileting, eating +vegetables, going in a car, ate). +47 (© ft 4 fF! HE 4H 4 4H 4&5 + +2. If the challenging behavior occurs, remove the demands (“OK, we +don't have to do this right now’). + +3. If the challenging behavior stops, reintroduce the demands after a +predetermined break interval (e.g., 15 seconds) was provided as +reinforcement. + +4. Each time the challenging behavior occurs, repeat the steps of +removing and reintroducing demands. + +5. If the client does not respond to the demand or emits an incorrect +response, provide a prompt to have the client respond correctly. + +286 © 2012 - 2024, Pass the Big ABA Exam" +287,"PTB ABA Exam Study Manual Domain F: F.6 +CONTINGENT ESCAPE 0 FA: ESCAPE FUNCTION ; +_ CONDITION >. * Escape +(Cont’d) < g @ Attention +. 5 7 m Alone +a 5 5 ° A Control +| OBS +65 4 +go 3 +oo 3” S +° ] 2 3 4 5 6 7 8 9 10 W 12 + Sessions Graph. Escape function. +a: . ‘gy i , oN ‘ . . +. za t \ 14 If the escape data path rises to the top, then the function of the target + di t , behavior is negative reinforcement (escape). +ALONE CONDITION * The alone condition tests for an automatic reinforcement function. +oo £0 in test condition: | Deprived of activity, interaction, stimulation. | +| . Automatic reinforcement (the behavior itself | +| Tested function: . . . . + produces a reinforcing stimulus for the client). | +a Table: Alone condition, +run The alone condition is the only test condition without social mediation. +WS) Low Uf +pe +ey Ifbsingalone | PROCEDURE +| (Xe (when no 7” + Ly } reinforcement 1. Establish an EO by placing the client in a room/space that is +XA’ is available) deprived of all stimuli and socially mediated reinforcement. + turns the behavior on THINK: The client is completely alone with nothing to do. +the function of the ‘ 2. Demands, tangibles, and people are not present in this condition. +behavior is automatic 3. If the challenging behavior occurs, no consequences occur. +reinforcement 4. If the target behavior consistently occurs/increases during this + condition, the function of the behavior is automatic reinforcement. +9. Further analysis is needed to determine positive or negative +automatic reinforcement. +FA: AUTOMATIC FUNCTION +gai. r Key: +QZ aatome e @ Atcrton + CZ Automatic. D 8 m Alone +mo, = n 7 A Control +2 8 +| Ses +a +ges +£ 2 +E : Se +° ] 2 3 4 5 6 7 8 9 10 nN 12 +Sessions Graph: Automatic SR function. +Please Do Not Duplicate 287" +288,"PTB ABA Exam Study Manual Domain F: F.S +ALONE cap Yd . +CONDITION ve hid cehebe sh lf the alone data path rises to the top, then the function of the target +(Cont'd) ©) a i a behavior is automatic reinforcement. +FREE PLAY CONDITION e The free play condition is the control condition against which behavior +(CONTROL) in the test conditions is compared. +* Challenging behavior is expected to be low in this condition (because +client has everything they want, so there is no EO). +| No EO in this condition, as there are no +lca: oye demands to escape, and nothing is being +| EOintest condition: | . or . + withheld. Everything is available. +THINK: Disneyland. +Behavior is expected to be low in this condition. | +Tested function: But if behavior does occur, then the function is | +likely to be automatic reinforcement. + +a. Table: Control condition. + +( PROCEDURE + +1. Clients are given free access to an environment that is free from +demands, full of preferred stimuli, and with adult attention +provided consistently (e.g., every 30 seconds). + +THIN: The world is your oyster. + +2. Demands are not presented in this condition. + +3. If the challenging behavior occurs at the 30-sec. mark, when +attention is to be delivered, withhold attention until the challenging +behavior stops. . + +4. No other consequences should be delivered for challenging +behavior: + +e If the target behavior consistently increases during this condition, +the function of the target behavior is likely automatic +reinforcement. + +FA: CONTROL CONDITION +10 KEY: + +Ps @ Escape + +D 4 @ Attention + +6 07 a Alone + +BS sl A Control + +Og 5 + +OG « + +ges + +—& 2 + +J + +rd 1 + +0 +] 2 3 4 5 6 7 9 10 I 12 +Sessions a . ; +Graph: Control condition automatic SR function. +288 © 2012 - 2024, Pass the Big ABA Exam" +289,"PTB ABA Exam Study Manual Domain F: F.6 +| FREEPLAY =; gah? gh \b : . . +| CONDITION emia | + \ hd ¥ the free play/contro| Pall ses f° ne top, then the function of the +(CONTROL) a ty arget benavior is likely automatic reinforcement. + +| (Cont'd) veel eke + + CONTINGENT TANGIBLE ¢ The contingent tangible condition tests for a positive reinforcement +CONDITION function (access). + +| cys ¢ Not an original lwata FA condition. + + er. », If removing a y ae i +a Y) tangible item | EO in test condition: Deprivation/removal of a desired tangible + +\a@ from the client | Item. + +| turns the behavior on, . _ . , | +and giving the item | Tested function: Positive reinforcement (access to tangibles). | + + back turns it off, then Table: Contingent tangible. +the function of the prs + +_ behavior is access to 4 PROCEDURE + +tangibles. |. Present access to individualized, highly preferred items and + +| activities for a set amount of time. + + 2. Establish an EO for tangibles by either removing the items or asking +client to give them back. + + 3. If the challenging behavior occurs, return the tangibles or activity +immediately, allow access for a set amount of time, and then +remove them again. + +4. Repeat previous steps for each instance of the target behavior. +FA: TANGIBLE FUNCTION KEY: +» - @ Escape +£ ° @ Attention +Do > 8 @ Tangible + Qy 7 é& Control +35 +OB s + 65 4 +go 3 See +i £ 2 +3 1 +z + Te 8 93 10 n 12 + Sessions Graph. Tangible function. +. Baas’ NY . ts : . + ee SA If the tangible condition path rises to the top, then the function of the +‘a RESEMAR Ie EP g . p . p. + ‘a ft { ‘) target behavior is positive reinforcement (access). +UNDIFFERENTIATED ¢ A pattern of responding during an FA, when a target behavior occurs + + PATTERN at similar rates across all of the FA conditions or is highly variable with + +no clear differentiation of any path(s). + +: « Creates a graphic display of data paths running into each other. + +| THINK: Spider web. + +Please Do Not Duplicate 289" +290,"PTB ABA Exam Study Manual Domain F: F.6 +UNDIFFERENTIATED e Either this is an inconclusive result that does not indicate a clear +PATTERN representation of function (in which case the FA can be repeated for +(cont’d) more conclusive results), or the function is automatic reinforcement. +FA: UNDIFFERENTIATED PATTERN AUTOMATIC FUNCTION +» ” KEY: +& ° @ Escape +D os @ Attention +2am 7 gw Alone +35 «4 a Control +os +08 = +OG 4| « +oa , +Q +—E 2 +J +z ] +° ] 2 3 4 5 8 7 8 Q 10 nN 12 +Sessions +Graph: Undifferentiated pattern automatic SR function. +or “? : \ Li } lf the data paths of an FA overlap like a spider web, then either the FA +Sow teeta results are inconclusive, or the function of the target behavior is +©) - t A -e’ automatic reinforcement. +FA ETHICS AND SAFETY e Only BCBAs with appropriate training, supervision, experience, and +competence can conduct FAs. +f pee et Soe i some eS SS Ee ET +| ETHICS DEVIL WARNING: Code Standard 1.05: Practicing within Scope of | + ak : Competence: Behavior analysts practice only within their identified scope of | +CD faa competence. They engage in professional activities in new areas (e.g., populations, +Ke Za procedures) only after accessing and documenting appropriate study, training, | +“ Oh supervised experience, consultation, and/or co-treatment from professionals | +2 / ; . «ys . | +f competent in the new area. Otherwise, they refer or transition services to an + appropriate professional. +| ETHICS DEVE. WARNING: Code Standard 2.13: Selecting, Designing, and | +at implementing Assessments: Before selecting or designing behavior-change +é 163 \ BY interventions, behavior analysts select and design assessments that are +ke wy conceptually consistent with behavioral principles; that are based on scientific | +a is Ppp evidence; and that best meet the diverse needs, context, and resources of the +<= Lad client and stakeholders. They select, design, and implement assessments with a +| focus on maximizing benefits and minimizing risk of harm to the client and i +{ stakeholders. They summarize the procedures and results in writing. : +e Assess the risks and cost-benefit ratio prior to conducting an FA. +¢ Avoid the use of FAs for dangerous behaviors (e.g., punching, sexual +assault); use a descriptive FBA or indirect FBA instead. +* |f using an FA for severe behavior (e.g,, hitting, SIB, PICA) is agreed +upon, take important precautions: +o Use a orief FA or a precursor FA. +o Have medical staff present (e.g., nurses, doctors) if the client +exhibits dangerous behaviors. +290 © 2012 - 2024, Pass the Big ABA Exam" +291,"PTB ABA Exam Study Manual Domain F: F.6 + + FA ETHICS AND SAFETY © Staff should be trained and experienced in keeping everyone safe. + +_ (Cont'd) © Have additional staff on hand. + +| Zod o Use protective equipment (eg,, helmets, gloves, goggles, etc.). + +| aL ba © Have termination criteria if behavior becomes dangerous. +a , o Use stimuli that don’t present danger (e.g., soft toys). + +a Cir o Rule out any medical concerns before initiating the FA. (Code, 2.12) + +- FA VARIATIONS ¢ Brief FA. + +| ¢ Natural Settings FA. + +e Trial-based FA. +| e Latency-based FA. +e Precursor FA. +Do ¢ Synthesized FA. +BRIEF FA e« An FA conducted over a shorter period of time. +* Includes one or two 5- to 10-minute sessions for each FA condition. +coy ee, Analyzing behavior when there are time restrictions or + Whoa. { liiu2h> the target behavior is too severe to evoke too man +Wee wun’ © g y +times. +. * If aclear functional relationship cannot be demonstrated, switch to +the basic FA. +| { PROCEDURE +pear® +1. Switch between conditions that evoke challenging behavior and + +| those that don't. + +a 2. Contingency reversal: Reversing between conditions in which +reinforcers are contingent on challenging behavior, and conditions +in which reinforcement is made contingent on the occurrence of + +esse — replacement behaviors. + * Less effective in identifying functional relationships than a basic FA. +NATURAL SETTINGS FA e An FA conducted in a natural setting, like the client’s home or +classroom. + Hoobs Lynas. Identifying the relevant stimuli that impact challenging +Webs li wl behavior in natural settings. +| e When this method is problematic (often due to lack of experimental +control), a trial-based FA should be considered. +gases) ° Can be disruptive to natural routines (e.g., others in home or class). +Cer * Tough for parents or teachers to manage while watching other +mets! children simultaneously. + TRIAL-BASED FA ¢ An adaptation of a basic FA, but conducted using discrete trials. +FAI fae beige ' ; _ i i +Weis Wylie Developing function-based interventions. +Please Do Not Duplicate 29)" +292,"PTB ABA Exam Study Marual Domain F: F.6 +TRIAL-BASED FA e Data is recorded for occurrence and nonoccurrence of challenging +(Cont'd) behaviors in observed trials/opportunities when the EO is presented. +( PROCEDURE +1. Trials are presented during natural opportunities. +e Each trial has two components: + +° Test condition: Establish EO and deliver reinforcement for +challenging behavior. (Each trial ends when challenging +behavior occurs.) + +Example: Attention is withheld and when a challenging +behavior occurs, attention is given. + +° Control condition: Continuous access to a reinforcer is +available (EO is not presented and the target behavior should +not occur). + + OkOr ¢ More manageable and less time consuming than a basic FA. +led -e Easier for teachers to utilize. + +gy) ¢-« Limited to one response opportunity so less detailed than a basic FA. +fo e The brief exposure to EOs could be insufficient for evoking the + +laiiaae behavior. + +LATENCY~BASED FA e An adaptcition of a basic FA that analyzes target behavior by +measuring the latency between the presentation of the EO and the +onset of the sehavior. +ou... Assessing challenging behavior that is too dangerous for +Wes li wilt repeat occurrences. + +{| PROCEDURE +1. After an EO is established, measure the time it takes (latency) for +the initiation of the first instance of the target behavior. +2. Each such trial should end as soon as the challenging behavior +begins to occur. +WHINE: Safer FA. +3. The session lasts as long as the EO for the challenging behavior is +in place. +4. The EO should be kept in place as long as needed for the behavior +to occur, or for a predetermined amount of time. +__ e Reduces the needed number of target responses to analyze a +spovitey behavior and the time needed to conduct the FA. +[yee ¢ Asafer alternative to the basic FA for dangerous behaviors. +__¢ Easier to run in uncontrolled settings (e.g., classrooms). +Can * There is no cpportunity for repetition in a session, which could be +Bese important in the analysis of some behaviors. +292 G 2012 - 2024, Pass the Big ABA Exam" +293,"PTB ABA Exam Study Manual Domain F: F.6 +PRECURSOR FA ¢ An adaptation of a basic FA, that analyzes the reliable precursor +| behaviors to challenging behavior. +Analysis when even one instance of a target behavior +(leah! Lely ibap can cause a lot of harm, and precursor behaviors are +wea W bu clearly identified and hypothetically serve the same + function. +: (| PROCEDURE + 1. “Identity precursors that predict the onset of dangerous behavior. +2. Conduct an FA on the identified precursor behavior(s), instead of + the target behavior itself. +3. Target the precursor behaviors in treatment. +| ~ * Helpful in safely identifying proactive interventions that can prevent + dangerous behavior. +ieee ~=—- Example: Pacing back and forth is a precursor to a dangerous +oc aggression. A precursor FA identified the pacing as escape- +— I ""maintained. An intervention was designed to address the escape + function of the pacing. The intervention eliminated the pacing, which +a L resulted in a decrease in the corresponding aggression as well. +- SYNTHESIZED FA ¢ An adaptation of a basic FA, analyzing several contingencies +a , affecting behavior at the same time. +| fa tio hat oe esesment ¢ Interview-informed synthesized contingency analysis (IISCA): The +(PFA), interview- analysis is designed from a comprehensive and descriptive interview +. : . given to stakeholders who are familiar with the client and behavior, +informed synthesized followed by a brief, structured observation. +contingency ¢ Assumes that multiple (synthesized) contingencies work together to +assessment (IISCA). evoke and reinforce behavior; unlike the traditional FA, which +assumes that different contingencies operate independently, and +: tests each contingency (function) in isolation. +Testing multiple predicted maintaining contingencies on +. __ one target behavior; moving quickly from analysis to +Weve, u yyel > treatment (using FCT and delay/denial toleration training +to replace severe and dangerous problem behavior with + communication and toleration responses). +{ PROCEDURE + + 1. Relevant stakeholders are interviewed to identify the +contingencies predicted to control the target behavior +(hypothesis of function). + +2. During the test condition, when a challenging behavior occurs, + +, synthesized reinforcers are presented for that behavior (e.g., +receiving specific attention while having access to a preferred +item in a preferred location). + + 3. During the control condition, the same reinforcers used in the test +condition are presented, but non-contingently and continuously. + +Please Do Not Duplicate 293" +294,"PTB ABA Exam Study Manual Domain F: F.6 - F.7 +SYNTHESIZED FA 4. Assessor looks for clearly different response patterns in the test +(Cont'd) and control conditions (i.e, reliably turning the behavior “off” and +“on""). +iene, @ Meant to increase efficiency and safety of assessment. +| DEGE e Useful when target behavior is not observed during typical FA +aoe"" conditions. +fe) ~¢ ~Very new, which means that many stakeholders are unfamiliar with +lee : | the process; supportive research is still emerging. +yon F.7 Interpret assessment data to determine the need for behavior-analytic +services and/or referral to others. +eae F.7 Interpret assessment data to determine the need for behavior-analytic services +— and/or referral to others. +DETERMINING THE NEED =» Assessment data can be used to determine the need for behavior- +FOR BEHAVIOR- analytic services, or if another type of intervention would better suit a +ANALYTIC SERVICES client’s needs. +e Determine the need for services by asking the following questions: +© Is the main beneficiary of services interested in receiving services? +THINK: Do they want the help? +o Does a behavior impact the client’s safety and well-being? +o Are members of the client’s family and immediate community +impacted by the client’s behavior? +o Have potential medical causes for the target behaviors been ruled +out? +o Would other non-ABA services be more beneficial for the client? +(e.g., occupational therapy, mental health therapy, feeding therapy, +speech therapy, parent training, academic support, occupational +therapy, etc.). + ETHICS DEVIL WARNING: | + Code Standard 3.06: Consulting with Other Providers: Behavior analysts arrange | +| for appropriate consultation with and referrals to other providers in the best +| interests of their clients, with appropriate informed consent, and in compliance +past with applicable requirements (e.g., laws, regulations, contracts, organization and | +(2 , funder policies). + Code Standard: 3.13 Referrals: Behavior analysts make referrals based on the +aa needs of the client and/or relevant stakeholders and include multiple providers + when available. Behavior analysts disclose to the client and relevant stakeholders + any relationships they have with potential providers, and fees or incentives they +| may receive for the referrals. They document any referrals made, including +| relevant relationships and fees or incentives received, and make appropriate + efforts to follow up with the client and/or relevant stakeholders. | +294 © 2012 - 2024, Pass the Big ABA Exam" +295,"_ PTB ABA Exam Study Manual Domain F: F.7 - F.8 +DETERMINING THE NEED © Does the challenging behavior prevent access to natural, least- +FOR BEHAVIOR- restrictive environments? (e.g., mainstream classroom, district +ANALYTIC SERVICES school, summer camp, etc.). +(Cont'd) ° Is the target behavior atypical when compared to same-aged, +. neurotypical peers? (Discrepancy analysis, F.4) +| active: F.8 Interpret assessment data to identify and prioritize socially significant, client- + informed, and culturally responsive behavior-change procedures and goals. +| | Reena “ F.3 Identify and prioritize socially significant, client-informed, and culturally +ac responsive behavior-change goals. +SELECTING TARGET * Assessment data should inform goal selection and intervention + BEHAVIORS planning. +¢ Goal and treatment planning practices should be rooted in the + behavior analyst's clinical expertise and their knowledge of a client's +preferences and learning histories. +¢ Socially significant, client-informed, culturally responsive behavior +analytic treatment, means that clients and/or stakeholders are active +participants in goal and program planning. +| (A SE +Ask 4 ETHICS DEVIL WARNING: Code Standard: 2.09 Involving Clients and Stakeholders: +fe» 2aa Behavior analysts make appropriate efforts to involve clients and relevant + Se stakeholders throughout the service relationship, including selecting goals, +"" Oy~ selecting and designing assessments and behavior-change interventions, and +oo conducting continual progress monitoring. +¢ Clients and relevant stakeholders are the experts in what is +meaningful to them, their society, and their culture. +* When cultural preferences and norms are not considered in goal + selection and treatment planning, service quality will be +compromised. +: ¢ The ultimate goal of treatment is habilitation. +| Habilitation (a.k.a. adjustment): When an individual's + | repertoire has been changed such that short- and long-term +| reinforcers are maximized and short- and long-term punishers +| are minimized. +¢ With habilitation, client-preference, and cultural responsiveness in +mind, practitioners should consider: +o Whose behavior is being assessed and changed, and why? +© Is this being targeted to benefit the client, or to benefit others? +© Will behavior change improve the quality of the person’s life? +© Do target behaviors have direct and indirect benefits to the client? +Please Do Not Duplicate 295" +296,"PTB ABA Exam Study Manual Domain F: F.8 +PRIORITIZING TARGET DETERMINING THE RELATIVE PRIORITY OF TARGET BEHAVIOR: +BEHAVIORS 1. Behaviors that pose a danger to the client or to others (#1 priority). + +2. Behaviors that the client will use often (e.g., riding the bus, brushing +teeth, feeding self, etc.). + +3. Chronic long-lasting behaviors or skill deficits (e.g., ongoing vocal +disruptions, limited mand repertoire, etc.). + +4. Behaviors that will produce high rates of reinforcement (e.g., making +purchases in a store, hygiene, job skills). + +5. Behaviors that are needed for future skill development and +Ie functioning (e.g., prerequisite behaviors, self-help +skills.). + +6. Behavior that will reduce negative or unwanted attention from +others (e.g,, public self-touching, loud vocalizations). + +7. Behaviors that will produce reinforcement for significant others (e.g., +learning to flush the toilet, to help with household chores, or attending +church). + +8. Behaviors that are likely to be changed with intervention. + +* Consider behavior change proven effective in the literature, the +expertise of the behavior analyst, the likelinood of a supportive +environment, cultural significance, available resources, client buy in. + +AN AF 4 4 U4 h6hlhUm lhe hUe lO +CAUTION: If your scope of comfort/competence compromises the +effectiveness of services, refer out! + +An AT FF 4 | TT HE OH 4H 4&5 + +9. The behavior change is cost effective. + +¢ Consider cost and expected time commitment for behavior change. + +BI Cost shouldn't be a barrier if a behavior is in need of change. +C1. THINK: Cost-benefit ratio. +SOCIAL SIGNIFICANCE Oo) Seay neanen sean RS A SE +OF TARGET BEHAVIOR | +Relevance of behavior rule: Chosen behaviors must be relevant +_ to your client. This includes the consideration of a client’s +culturcil values. | + +ASSESS THE RELATIVE SOCIAL SIGNIFICANCE OF TARGET BEHAVIORS: + +(10 QUESTIONS) + +1. Will the behavior produce reinforcement in the client's natural +environment after treatment ends? + +2. Is the behavior a necessary prerequisite for a useful skill? (e.g., +holding a writing utensil correctly is a necessary prerequisite to +learning to write). + +e« Consider cultural norms when assessing the “usefulness” of a +behavior. + +3. Will the behavior increase access to environments where other +important behaviors can be learned and used? + +THUNK: Mainstreaming. +296 © 2012 - 2024, Pass the Big ABA Exam" +297,"PTB ABA Exam Study Manual Domain F: F.8 +| SOCIAL SIGNIFICANCE ih st ae peepee —-, +. OF TARGET BEHAVIOR + +(Cont‘d) Mainstreaming (a.k.c@.normalization): The belief that + | individuals with disabilities should, to the maximum extent + +| possible, be physically and socially integrated into mainstream | + +: | society. } + +4. Will changing this behavior predispose others to interact with the +client in a more appropriate and supportive manner? (E.g., turn- +taking skills, reduction in aggressive behaviors, participation in +community and cultural events, etc.) + +5. Is the behavior a behavioral cusp or a pivotal behavior? + +; Behavioral cusp: Any behavior which, when acquired, results in +| accessing new environments and, therefore, new stimulus +|, controls and contingencies, such as reinforcers and punishers. + THINK: Opens client's world up to new contingencies (e.g. +| reading, crawling, counting, using the internet, etc.) will give them | + + | €xposure to new environments, interactions, and opportunities +for reinforcement. J + +| ¢ Behaviors that produce significant life changes. +DO THE CUSP TEST + +a Is it a behavior that contacts new f it’s a behavior cus j + +| | contingencies/environments? Vv Pe +i I + +. | Will learning this behavior expose the | +| Client to reinforcement beyond that which vie It’s a behavior cusp. | + +a | is available for the behavior itself? +| is it a behavior that is socially valid? Wl it’s a behavior Cusp. | +| Is it a behavior that, when learned, wil WA it’s @ behavior cus +| lead to more complex responses? v Pp. | +Table: Test whether the behavior is a behavior cusp. a + cs woe ee Cv — SEIMEI AC ERE NS — SEAT HPT TT \ +| Pivotal behaviors: Behaviors that, when acquired, can lead to +| corresponding (similar) changes occurring with new and + +. | untrained behaviors. Fundamental skills that are applied to a + +| wide variety of more complex skills and across a wide variety of + + settings (e.g., eye contact; approaching others; choice-making, | +self-management). + +THINK; Generalization + +| * Associated with pivotal response training (PRT) and teaching | + + social skills to individuals with developmental disabilities. + +Please Do Not Duplicate 297" +298,"PTB ABA Exam Study Manual Domain F: F.8 +SOCIAL SIGNIFICANCE 6. Is this an age-appropriate behavior? (E.g., driving, toileting, cutting +OF TARGET BEHAVIOR food, reading, etc.) +(Cont’d) ¢ Consider cultural norms and expectations for “age-appropriateness.” +e Especially important if the client’s functional skills are significantly +below typical performance. +7. If the proposed target behavior is to be reduced or eliminated, what +adaptive behavior will replace it? +¢« Take a constructional approach, If planning to eliminate a behavior, +establish an adaptive replacement behavior and design a plan that +ensures that the replacement behavior is learned. (14.3) +| Constructional approach: The philosophy that replacement +_ behaviors must be constructed for target behaviors that are +being eliminated. +8. Does this behavior represent the actual problem or goal, or is it only +indirectly related? +Example: Teaching phonics, a prerequisite to reading, as a primary +target wouldn't be sufficient. The real target is reading skills. +9. Is this just talk, or is it the real behavior of interest? (E.g., admitting +you have a problem is not a behavior change.) +10. Is the goal of the behavior change program a behavior? +Example: Passing the exam = Behavior, but: Increasing fluency, +studying, and answering questions correctly = Behavior. +Example: Losing weight = Behavior, but: An increase in healthy eating +and exercise are behaviors that can be targeted. +Ve SEMAVIORAL USP. ee | The building block skills needed for the | +VS.PIVOTALBEHAVIOR (€@@QIGCRTS Tso [development of amore complex skill +ee | Example: The necessary component skills | +an for reading: Letter recognition, phonemic +© : awareness, vocabulary comprehension. +_ Acomplete skill, once acquired, results in +| access to many different reinforcers. a, +Example: Being able to read opens up a ee) +reader's world to history, entertainment, +languages, news, social interaction, etc. @ +An acquired behavior that can lead to : +many new untrained responses. | +Ge ow dre Example: Acquiring the pivotal response of | +~ choice-making in one environment, can | +generalize to different types and more | +Graphic: Component behavior vs. sophisticated choice-making responses | +behavioral cusp vs. pivotal behavior. without formal training. | +298 © 2012 - 2024, Pass the Big ABA Exam" +299,"PTB ABA Exam Study Manual Domain F: F.8 +: SOCIALLY SIGNIFICANT ¢ “Typical” performers can be used to identify and validate behavior +GOAL OBJECTIVES change goals and target levels of performance. +| THINK: Find some people who are already good at the specific +needed skill. +* Objectives should be based on the performance levels necessary for +optimal results. +THINK: How much skill is needed to meet the client’s needs? +Example: After observing children in elementary classrooms, it was +determined that seven-year-old peers typically engage in an +average of 20 turn-taking responses per board or card game. This +criteria was used for a client's social skills program, in which one of +the ultimate goals was engaging in a turn-taking activity with a peer. +SOCIALLY SIGNIFICANT, « Recommended procedures must be evidence-based, socially + CLIENT-INFORMED, AND significant, client-informed, culturally responsive and utilize the least +| CULTURALLY restrictive practices. (H.2) +_ RESPONSIVE ¢ Behavior analysts must collaborate with clients and relevant +_ BEHAVIOR-CHANGE stakeholders to choose the appropriate behavior-change procedures +PROCEDURES to address the goal objectives. + ce ba The potential of a procedure to be effective depends on several factors: +aH Aid e The client’s willingness to participate. +. at] ¢ Stakeholder willingness or ability to participate. +* Empirical evidence that a procedure has proved to be effective. + * Likelihood of public support within the individual's culture/community. +¢ The behavior analyst’s scope of competence. (Code, 1.05) + ¢ People most likely to be involved in implementing the program have +the needed training, resources, buy-in, etc. + Socially appropriate and client-informed means: +* Clients and stakeholders understand the procedures. +: ¢ Clients and stakeholders agree that the procedures address their +concerns. (Client opinions and concerns are also considered.) +¢ Clients and stakeholders are willing to implement the suggested + procedures as described. (Client acceptability will ennance +| participation and buy-in.) +* Clients and stakeholders find the suggested procedures reasonable +and appropriate, given the client’s needs. + ¢ There is an appropriate cost-benefit ratio for the clients and +stakeholders to utilize the procedures. + ¢ The procedures will be minimally disruptive to family or classroom +dynamics. + e Clients and stakeholders like the proposed procedures. (Clients can +choose between procedures.) +¢ Clients and stakeholders have weighed in on a client's likely + discomfort as a result of procedures. +Please Do Not Duplicate 299" +300,"PTB ABA Exam Study Manual Domain F: F.8 +SOCIALLY SIGNIFICANT, e Clients and stakeholders are willing to make environmental and +CLIENT-INFORMED, AND routine changes to implement procedures. +CULTURALLY e Clients and stakeholders feel the procedures will fit into their lifestyle, +RESPONSIVE community, home, or classroom. (Important for maintaining +BEHAVIOR-CHANGE outcomes, post treatment.) +PROCEDURES +(Cont’d) Chosen procedures should be culturally responsive: +e When identifying appropriate interventions, consideration should be +iven to a client’s culture, values, characteristics, and preferences +“cs leo, cultural differences in parental expectations, culturally specific +oy? parenting styles, culturally appropriate language programs, — +o af translated parent materials, culturally relevant learning materials, +ory” and language goals). (Code, 1.07) +300 © 2012 - 2024, Pass the Big ABA Exam" +301,"PTB ABA Exam Study Manual Domain F: Review Qs + CEE TE PTE Hy I He ea A Sera +DOMAIN F: BEHAVIOR ASSESSMENT +1. (F.5) What would you hypothesize is the function of a challenging behavior that occurs when +a clientis alone and unengaged?_ +2. (F.4) List the three trial-based methods of stimulus preference assessments: +ma, ed +| 3. (FI) List three relevant sources of information (i.e., records) to be obtained at the outset of a + case: ,;—— ON +_ 4, — (F.1) What are three needed elements to obtain informed consent? a, +| a +| 5. (F.6) This condition of an FA tests for the negative reinforcement function: +6. (F.4) Match the preference assessment to its feature: +1. Single stimulus. A. Best used when there are a limited number of potential + 2. Paired stimulus. reinforcers. +3. Multiple stimulus. B. Best used with clients who have a hard time choosing between + two or more items/activities. +| C. Provides a hierarchy/ranking of potential reinforcers. +| 7. (F.5) List three descriptive assessment methods:_ ,and +8. (F.2) List at least four considerations for identifying cultural variables in the assessment + process: ain . +9. (F.6) Which FA condition tests for the positive reinforcement function? +10. (F.3) List three types of indirect assessments: ' ,and +| I. (F.3) Which WH question should not be asked during a behavioral interview? +| 12. (F.8) When prioritizing target behaviors for intervention, which category of behavior should be +the number one priority? +Piease Do Not Duplicate 301" +302,"PTB ABA Exam Study Manual Domain F: Review Qs oy +13. (F.6) Based on the functional analysis graphed below, what is the function of the behavior? of +' KEY: OO +n @ Escape uy +c 8 : oly +D @ Attention Cr +8 Sama! +& mg Tangible +ee 7 A Control a, +S 6 a +£ S et +=~ +> 1 ° ‘ son, ; +° } 2 3 4 S 6 7 8 9 10 n 12 Set +Sessions Cc) +14. (F.5) What would you hypothesize is the function of a challenging behavior that is consistently or, +followed by a demand being removed? oT +15. (F.3) List six direct assessment methods: be; oY +et and _ +16. (F.6) In this FA variation, the behavior(s) that occur before the challenging behavior are a +assessed to avoid evoking dangerous behavior while gathering information with which to ‘ane +develop proactive interventions: 0 a +17. (F.5) What would you hypothesize is the function of a challenging behavior that is consistently <>, +followed by negative feedback? = +18. (F.3) Which direct assessment method would be best for identifying the timing patterns of — +behavior, which can then give clues to relevant contextual variables? +19. (F.3) The best way to assess if a client's behavior is at problematic levels or appropriate for i +their age or context is to conduct a analysis. of +20. (F.5) This method of ABC recording requires observers to record their observations using - +checklists instead of describing what they observed in their own words: a +21. (F.6) What is the consequence for a target behavior in the attention condition of an FA? a +22. (F.6) What establishes the EO in the escape condition of anFAP___ 7 +23. (F.6) This variation of basic FA analyzes several contingencies affecting behavior at the same —~ +time: C -) +CD +302 © 2012 - 2024, Pass the Big ABA Exam Nae +oO" +303,"- PTB ABA Exam Study Manual Dornain F: Review Qs +Me + +CO 24. (F.8) Match the behavior category to examples of behaviors: + +ed 1. Behavior cusp. A. Number recognition for learning basic math. +CO 2, Pivotal behavior. B. Choice making. + +_ 3, Component behavior. C. Eye contact. +C) D. Driving a car. +i E. Self-management. +C2) F. Reading. +Cy G. Strengthening grip on a writing device. +O 25. (F.8) List at least three criteria (or more) for prioritizing target behaviors: i, +“ie ne ING += 26. (F.3) Which FBA method yields the most precise information? = +~~ 27. (F.2) Code standard 2.13: Selecting, Designing, and Implementing Assessments states that +CD behavior analysts should design assessments that best meetthe_ i, +OO rn of the client and stakeholders. +cE 28. (F.4) What is being measured during a trial-based preference assessment? +“ po ond + +C) 29. (F.6) Which FA condition(s) are not socially mediated?___ +oO 30. (F.3) Connect the relevant FBA categories with specific methods and/or features: + +Sa 1. Record review. A. ABC narrative. +Cy 2. Indirect assessments. B. Behavioral interview, + +_ 3. Direct assessments. C. School records. +C) 4. Preference and reinforcer assessments. D. Free-operant observations. + +_ 5. Descriptive assessments. E. Discrepancy analysis. +C) 6. Functional analysis. F. Control. + +my G. Behavior checklists. +- H, Medical records. +- |. Progressive ratio. + +Neon J, Contingent escape. +C) K. Scatterplot recording. +o L. Standardized tests. + +Macca +CD) +C) + +iat Please Do Not Duplicate 303" +304,"PTB ABA Exam Study Manual | a +. = + +oo + +804 © 2012 - 2024, Pass the Big ABA Exar =" +305,"PTB ABA Exam Study Manual Domain G + DOMAIN G +SE SEEROE I +, BEHAVIOR~CHANGE PROCEDURES +LAP RED + G.1 Design and evaluate positive and negative reinforcement procedures. +: G.2 Design and evaluate differential reinforcement (e.g., DRA, DRO, DRL, DRH) procedures with +and without extinction. +| G3 Design and evaluate time-based reinforcement (e.g., fixed-time) schedules. + G.4 Identify procedures to establish and use conditioned reinforcers (e.g., token economies). +6.5 Incorporate motivating operations and discriminative stimuli into behavior-change +procedures. +G.6 Design and evaluate procedures to produce simple and conditional discriminations. +| G.7 Select and evaluate stimulus and response prompting procedures (e.g., errorless, most-to- +least, least-to-most). + G.8 Design and implement procedures to fade stimulus and response prompts (e.g., prompt +delay, stimulus fading). +_ G9 Design and evaluate modeling procedures. +| G10 Design and evaluate instructions and rules. +G.ll_ Shape dimensions of behavior. + G12 Select and implement chaining procedures. + G.13_ Design and evaluate trial-based and free-operant procedures. + G14 Design and evaluate group contingencies. +G.15 Design and evaluate procedures to promote stimulus and response generalization. +G16 Design and evaluate procedures to maintain desired behavior change following intervention +(e.g., schedule thinning, transferring to naturally occurring reinforcers). +G17 Design and evaluate positive and negative punishment (e.g., time-out, response cost, +overcorrection). +| G.18_ Evaluate emotional and elicited effects of behavior-change procedures. +| G.19_ Design and evaluate procedures to promote emergent relations and generative +: performance. +Please Do Not Duplicate 305" +306,"PTB ABA Exam Study Manual Domain G +306 © 2012 - 2024, Pass the Big ABA Exam" +307,"PTB ABA Exam Study Manual Domain G +BEHAVIOR-CHANGE e Welcome to the most applied domain: Behavior-change intervention. +PROCEDURES This is what ABA dreams are made of. +| The Code’s definition of behavior-change intervention: The full +. set of behavioral procedures designed to improve the client’s +| wellbeing. +¢ Hopefully, Domain G will feel familiar and be easier to contextualize, +given your background in behavioral service delivery. +| | The Code's definition of behavioral services: Services that are +explicitly based on the principles and procedures of behavior + analysis and are designed to change behavior in meaningful +| ways. These services include, but are not limited to, assessment, +| behavior-change interventions, training, consultation, +| managing and supervising others, and delivering continuing +| education. j +ita Before you dive in, we have a brief disclaimer: The PTB ABA Exam Study +“ts Manual is not intended to be a training manual for the procedures +. outlined in the TCO. Although we do our best to be thorough and +comprehensive, what is needed to proficiently perform a behavior +change procedure is beyond the scope of the PTB Manual’s agenda. +Before utilizing any of the procedures described, please contact the +source literature and, more importantly, receive the necessary +practical training and supervision. +(a +ETHICS DEVIL WARNING: Code Standard 1.05: Practicing within Scope of +AX 4 Competence: Behavior analysts practice only within their identified scope of + A ax ag competence. They engage in professional activities in new areas (e.g., populations, +chores p y engage Inp g- POP +Wr procedures) only after accessing and documenting appropriate study, training, +"" Op supervised experience, consultation, and/or co-treatment from professionals + competent in the new area. Otherwise, they refer or transition services to an +[ appropriate professional. +Soreness mame nen fn tment nage mn 2 TSR tr pg ge sprereeepmne eat +CSE iP Ethical considerations in behavior change procedures. + aR +a +SERVICE AGREEMENT ¢ Before we can start the very important work with a client and their + relevant stakeholders, we must provide, agree upon, and sign a +. service agreement. +Please Do Not Duplicate 307" +308,"PTB ABA Exam Study Manual Domain G +SERVICE ( See ee ee ee SS eee ES ES ST ES EESTI SS RTT % +AGREEMENT ETHICS DEVIL WARNING: Code Standard 3.04: Service Agreement: Before | +(Cont'd) : implementing services, behavior analysts ensure that there is a signed service | +vel agreement with the client and/or relevant stakeholders outlining the ; +fe(-YSx 4, responsibilities of all parties, the scope of behavioral services to be provided, the } +Kee behavior analyst's obligations under the Code, and procedures for submitting | + complaints about a behavior analyst's professional practices to relevant entities | += If (e.g., BACB, service organization, licensure board, funder). They update service | +agreements as needed or as required by relevant parties (e.g., service | + organizations, licensure boards, funders). Updated service agreements must be + reviewed with and signed by the client and/or relevant stakeholders. +e We must also agree on the financial part of the relationship. Nobody +likes to talk about money, but as behavior analysts we actually have +to, because it’s in our Code. +| ETHICS DEVIL WARNING: Code Standard 3.05: Financial Agreements: Before ! +Los beginning services, behavior analysts document agreed-upon compensation +(Cs ZO wa and billing practices with their clients, relevant stakeholders, and/or funders. When +. Soy funding circumstances change, they must be revisited with these parties. Probono +Wry and bartered services are only provided under a specific service agreement and in + compliance with the Code. +Ww 2 +DESCRIBING e By the time we get to initiating services, we have probably already +BEHAVIOR-CHANGE spent some time with the client and stakeholders, while conducting +INTERVENTIONS the initial assessment. Even though at this stage, clients and +stakeholders have already agreed upon goals and behavior-change +procedures, we still have some communicating to do. We have to +make sure that they understand what treatment is going to look like. +We must describe the procedures, the expected time commitment, +our expectations for their participation, our plans for ongoing +evaluation, etc. +e And we have to present all of this in writing. +e And here's the best part, we have to do this every time we introduce a +new procedure, or modify an existing one. +| ETHICS DEVIL. WARN Nc: Code Standard 2.16: Describing Behavior-Change | + Interventions Before Implementation: Before implementation, behavior analysts +tall describe in writing the objectives and procedures of the behavior-change +¢ ‘Cy intervention, any projected timelines, and the schedule of ongoing review. They +kee y¥ provide this information and explain the environmental conditions necessary for | +a AL KG effective implementation of the behavior-change intervention to the stakeholders — += / and client (when appropriate). They also provide explanations when modifying + existing or introducing new behavior-change interventions and obtain informed | + consent when appropriate. | +308 © 2012 - 2024, Pass the Big ABA Exam" +309,"PTB ABA Exam Study Manual Domain G: G.l +INFORMED CONSENT * Prior to the initiation of any assessment activities, behavior analysts +must provide an opportunity for clients and/or stakeholders to give +informed consent. +| ETHICS DEVIL WARNING: Code Standard 2.11: Obtaining Informed Consent: Behavior | + analysts are responsible for knowing about and complying with all conditions | +hel under which they are required to obtain informed consent from clients, +io Osx aap Stakeholders, and research participants (e.g,, before initial implementation of +Re - assessments or behavior-change interventions, when making substantial +ro, 4 rs changes to interventions, when exchanging or releasing confidential information += or records). They are responsible for explaining, obtaining, reobtaining, and +| documenting required informed consent. They are responsible for obtaining assent +[ from clients when applicable. | +(> lap ETHICS DEVIL WARNING: Code Standard 1.04: Practicing within a Defined Role: + Ja Behavior analysts provide services only after defining and documenting their +"" Ors professional role with relevant parties in writing. | +petty G.1 Design and evaluate positive and negative reinforcement procedures. +| Becky | G.] Develop and implement positive and negative reinforcement procedures, +ne including contingent and noncontingent applications. +| POSITIVE * Procedures that involve the planned presentation of positive +REINFORCEMENT reinforcers for the purpose of increasing or maintaining a desired +PROCEDURES behavior in similar conditions. +. * The foundation of many ABA strategies, some of which will be +discussed in this Domain. +Example: Premack principle; response deprivation hypothesis, high- + probability request sequence; DRA, DRI, DRH, DRL, FCT; shaping; self- +management; and more. +e Relies on the effective use of the principle of reinforcement. +CONSIDERATIONS FOR USING POSITIVE REINFORCEMENT EFFECTIVELY: +e An £O must be present for a specific reinforcer to be effective. (B.16) +¢ Intrinsic motivation is ideal, but contrived motivation and +reinforcement will work too, at first. +¢ The initial reinforcement criterion should be easy to achieve. +os THINE: A client needs to experience immediate success. +a ¢ As performance improves, schedules can be thinned. (G.16) +« Reinforcement should be GREAT and delivered in sufficient amounts, + especially at first. +THINK: Highly preferred and incentivizing. (F.4) +¢ The target behavior must directly and immediately contact (produce) +the reinforcer. +THINK: It's not reinforcement if it’s not delivered immediately. +Please Do Not Duplicate 309" +310,"Domain G: G.] +POSITIVE e When using tangible reinforcement, also provide contingent attention +REINFORCEMENT and behavior-specific praise (e.g., ""Great job reading Domain G of +PROCEDURES this manual!""). This pairing will eventually lead to attention itself +(Cont'd) becoming an effective reinforcer. +¢ Pair dense reinforcement schedules with prompting procedures to +ensure client success. +e Be aware and mindful of unwanted effects. (H.4) +e Reinforcers should be varied to avoid satiation. +e If using contrived contingencies, have a plan for shifting to natural +contingencies. +¢ Naturally~existing contingency: A natural consequence that follows +a specific behavior without the environmental manipulation of a +practitioner. (This is what we want to program for, because it will +maintain the behavior change after we and our services are long +gone.) +¢ Contrived contingency: A reinforcer delivered by a practitioner to +evoke changes in behavior. This often means contriving a learner’s +motivation (Mo) by creating a state of satiation or deprivation in the +moment to evoke a behavior that can be followed with a specific +reinforcer. +LOK ag BEHICS DEVIL. WARNING: Code Standard 3.01 talks about behavior analyst's +{ we responsibility to clients by maximizing benefits and doing no harm. Creating + extreme states of satiation, and using aversives to enhance the value of an escape +Nay la contingency (e.g,, requiring a client to perform an extreme physical activity to +. Cp motivate asking for a break) can be extremely harmful to clients. The presence of +aversive stimuli can increase other challenging behavior and compete with +| alternative behaviors. | +Please Do Not Duplicate 313" +314,"PTB ABA Exam Study Manual Domain G G.2 +co G.2 Design and evaluate differential reinforcement procedures (e.g., DRA, DRO, +. DRL, DRH) with and without extinction. +bos cg ftyey G.18 Develop and implement differential reinforcement procedures with and without + extinction. +DRA DIFFERENTIAL REINFORCEMENT OF ALTERNATIVE BEHAVIOR (DRA) (and a + few variations): +tea tetas AMER, A procedure that has two components: +1. Reinforcement is delivered when an alternative/replacement behavior +is emitted instead of the problem behavior AND, +2. Reinforcement is NOT delivered when the challenging behavior occurs. +THIN: Extinction. +«ty Differential reinforcement can be used instead of pure extinction for +| . challenging behavior. Just ensure that the alternative response +receives faster, better, and more reinforcement. + +e Establishes a concurrent schedule of reinforcement (B.10) where the +replacement behavior and the target behavior each have a different +associated schedule, and the goal is for the client to allocate more +responding to the alternative behavior because the reinforcement +there is better because it contacts higher value reinforcement. +THINK: Matching law. (B.23) + +e A DRA is more likely to be successful if the alternative behavior +contacts higher rates of reinforcement than the problem behavior. + +e Alternative behavior and the target behavior must be part of the +same response class (serve the same function). + +Example: Giada was taught to use a functional communication +request when requesting desired items instead of whining. Using her +words is reinforced with access to the desired item; whining is not. +Since using her words is met with a desired consequence, whining has +decreased and her communication has increased. +cess tev ala. Weakening challenging behaviors by teaching adaptive +Ww LW wik — skills; functional communication training (FCN. +| If pure extinction is used, DRA variations provide no consequence for +ee the challenging behavior, which means that resurgence of +Ee challenging behavior could occur when reinforcement is thinned for +~~ | the alternative behavior. (H.5) +{ PROCEDURE +1. Choose an alternative/incompatible behavior that is: +« In the client's repertoire. +e Can be taught quickly. +e Requires equal or less effort than the challenging behavior. +e Occurs often enough to contact reinforcement. +e Likely to be reinforced in the client’s natural setting. +« Promotes acquisition of new skills. +THIN: Behavioral cusp or pivotal behaviors. +314 © 2012 ~ 2024, Pass the Big ABA Exam" +315,"Cy PTB ABA Exam Study Manual Domain G: G2 + +C ? DRA | 2. Identify and use strong reinforcers: + +oy (Cont'd) ¢ Conduct preference and reinforcer assessments. + +LJ ‘ * Consistency is more important than magnitude. + +Ce) ¢ The most effective reinforcer is the one maintaining the + +“ee | challenging behavior. + +C) | 3, Consider schedules of reinforcement: +~ ‘ ° Alternative/incompatible behaviors should be reinforced + +CY : immediately. + +~ ° Start with a continuous schedule (CRF) and gradually thin to an + +CO intermittent schedule, (B.9) + +Cy 4, Consistently withhold reinforcement for the challenging behavior. +ne : © The effectiveness of DRI/DRA depends on extinction. + +C) 5. Gradually thin the reinforcement schedule for the functionally +~ : equivalent behavior. + +Cc ° Be prepared for the recurrence of the challenging behavior when +_ the schedule of reinforcement for the alternative behavior is + +CD thinned. (H.5) + +OX ° Can be offset by teaching several alternative behaviors. + +ed i Example: After functionally requesting for a break successfully + +Cy replaced Zahara’s elopement behavior, her teacher started to thin +- ‘ the schedule of reinforcement for appropriate requests and, as a + +€) result, Zahara’s elopement resurged. + +_ * Combine DRI/DRA with other procedures: Seldom used on its own + +Cy : for dangerous behaviors and can be paired with response + +C2) : blocking, time-out, fading, and/or DRO to be more effective. + +C) _ DIFFERENTIAL REINFORCEMENT OF INCOMPATIBLE BEHAVIOR (DRI): + +) __ © Avariation of the DRA procedure where the alternative behavior must +ad : be topographically incompatible with the target behavior. + +CS THINK: The two responses can't be emitted at the same time. +™ _ © The challenging behavior and the alternative behavior must be + +C) mutually exclusive topographical response classes (they can— and +_ | ideally should— be in the same functional response class). + +C) Example: A person cannot block their mouth with their hand at the + +OQ same time as putting food in their mouth. + +Cy DIFFERENTIAL NEGATIVE REINFORCEMENT OF INCOMPATIBLE/ + +Ne _ ALTERNATIVE BEHAVIOR (DNRI/DNRA): + +C) THINK: DRA or DRI procedure; except instead of the target behavior +~ : resulting in attention or access to a specific reinforcer, the function is + +C ) i negative reinforcement, and the behavior results in escape from an +_ | aversive consequence. + +CD | « Two components: + +O I. Reinforcement is delivered when an alternative escape- + +Soc i maintained replacement behavior is emitted instead of the + +O challenging escape-maintained target behavior AND + +OC + +C) + +Sonat Piease Do Not Duplicate 315" +316,"PTB ABA Exam Study Manual Domain G: G.2 +DRA 2. Reinforcement is NOT delivered when the challenging target +(Cont'd) behavior occurs. +TIMING: Extinction. +os... , Reducing challenging behaviors maintained by escape +Wes will from demands; functional communication training. +DRO DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIOR (DRO): +eee ; e A procedure in which reinforcement is contingent on the +-ieoa. Differential nonoccurrence of the challenging behavior during an interval. +reinforcement of zero e Reinforcement is delivered when challenging behavior has not been +responding, OMISSION displayed throughout an interval or when the challenging behavior is +training. not occurring at the moment the interval ends. +48 AW 4H 4H 4H #8 4H HE fH 5 +CAUTION: DRO can be problematic if client doesn’t have a repertoire +of alternative behaviors; if this is the case, it is crucial to use +reinforcement-based procedures to replace challenging behaviors. +4 AH 4H 4H 4H fH 4H 4 4H &F +CONSIDERATIONS FOR USING DRO: +e Identify the most effective reinforcement. +e Establish an interval of time that ensures the client's success based +on baseline measures (typically the mean IRT of the behavior). +THINI<: Not so long that the client fails. +« lf inadvertently reinforcing non-targeted challenging behavior: +Shorten the DRO interval, and/or add non-target behavior to the DRO +criteria. +¢ Consider behavioral contrast when using DRO with a behavior that +occurs in multiple settings, because non-treatment settings may see +an increase in challenging behavior. (H.4) +e Can and should be combined with other procedures (e.g,, DRI, FCT); or +added to a treatment that was previously ineffective. +4H 40 ff 4H 4 ff 4H 4H 4H 4&5 +CAUTION: Because DRO does not teach anything (it reinforces +“nonbehavior’), it is usually unethical to use in isolation. We should +not eliminate a behavior unless we replace it with a functional +alternative behavior. +4 40 40 4H H HE 4H OF 4H Ff +whee u whan Weakening/eliminating challenging behavior. +cE | e Non-targeted challenging behaviors may be reinforced. +cer htutin aside IN the DRO procedure, thinning reinforcement means increasing the +©) “ r i .) DRO interval. +316 © 2012 - 2024, Pass the Big ABA Exam" +317,"PTB ABA Exam Study Manual Domain G: G.2 +DRO FORMULA FOR SETTING THE INITIAL DRO INTERVAL: +(Cont’a) e During baseline, measure the duration of time between each instance +of the target response. +co THINKS IRT. +¢ Calculate the average IRT duration: Add up all the IRT durations and + divide by total number of IRT measures (which is the number of +responses, -]). +Example: (See Graphic: IRT example.) A target behavior occurred six + times in 60 minutes. The baseline IRT measures are: 7, 15, 2, 7, and 6. +e Setting the DRO criteria: +1. Calculate the average of the baseline iRT measures: +74+16+2+7+6=37 +2. Divide that number by the total number of IRT measures (5): +37 +5 =7.4. Baseline average = 7.4 +. 3. Set fixed- or variable-interval DRO: 7.4 minutes or slightly less. +7 Min. 15 Min. IRT 2Min.7 Min. — 6 Min. +IRT IRT —IRT IRT +| WCPO reece ce ec be +; O min. | | 60 min. +B, Bz Bz Bg Bs Be +| (| IRT#T IRT#2.—CRT#SSCRTHASCRT HSC +| | +| 7 Minutes 15 Minutes 2Minutes 7Minutes 6 Minutes | +Graphic: IRTexampl. ] +. 4. Gradually thin the schedule of reinforcement by increasing the +DRO interval when previous interval criteria is being met. If + challenging behaviors increase, decrease the interval to its +previous length. +THREE METHODS FOR INCREASING THE DRO INTERVAL: +¢ Gradually increase by fixed durations of time (e.g., from 3 to 6 to 9 +| minutes). +* Gradually increase interval duration by percentage (e.g, increase by +| 5% each time). +¢ Gradually increase interval based on client performance by collecting +the average IRT of a recent session. +. eka : +| 1. FI-DRO | a se “1. FM-DRO | +— | A. INTERVAL | | B. MOMENTARY ~~ +| 2. VIFDRO | - ee | 2. v-DRO| +U Umbrella term: Two DRO procedures. +Please Do Not Duplicate 317" +318,"PTB ABA Exam Study Manual Domain G: G.2 +DRO TWO TYPES OF DRO PROCEDURES: +(Cont'd) 1. Interval DRO (two variations): +-seiye sme eens e Fixed-interval DRO (FI-DRO): +~ 2DRO PROCEDURES o Aset interval of time is established. +nterval DRO THINIC: Fixed interval schedule. +omentary DRO Example: On an FI-DRO I1l-minute schedule, Brandi receives +es succes wee wi reinforcement when she hasn't screamed at all during the entire 11- +minute interval. +e Variable-interval DRO (VI-DRO): +° The interval length varies, centered around an average length. +THINK: Variable interval schedule. +Example: On a VI-DRO Il-minute schedule, Brandi receives +reinforcement when she hasn't screamed at all during intervals of +variable durations, with the average equaling Il minutes. On a VI-1] +schedule, the intervals may be 15, 10, 8, and 11 minutes, which average +I. +(PROCEDURE +1. Reinforcement is delivered at the end of the interval only if the +target behavior has not occurred during the entire interval. +2. If the target behavior occurs at any time during the interval, the +interval should be reset and the trial starts over. +3. The duration of the interval can be increased with successful +omission during shorter intervals. +Wal, yw, Reducing challenging behaviors. +FORO, * More effective than momentary DRO, since the client must refrain +eee"": from emitting the behavior during the entire interval. +we +Ee | e Non-targeted challenging behaviors may get reinforced. +2. Momentary DRO (two variations): +« Fixed-momentary DRO (FM-DRO): +o Aset interval of time is established. +THIUINI<: Fixed interval. +Example: On an FM-DRO 1l-minute schedule, Brandi receives +reinforcement if she isn’t engaging in screaming behavior AT THE END +of the I1l-minute interval. +¢ Variable-momentary DRO (VM-DRO): +° The interval length varies, centered around an average length. +THINIC: Variable interval. +Example: On an VM-DRO Il-minute schedule, Brandi receives +reinforcement if she isn’t engaging in screaming behavior at the end +of the interval. Interval lengths vary, but center around an average of +ll minutes. The intervals may be 15, 10, 8, and 1] minutes to average 11. +318 © 2012 - 2024, Pass the Big ABA Exam" +319,"PTB ABA Exam Study Manual Domain G: G.2 +(Cont'd) { PROCEDURE +1. Reinforcement is delivered at the END of the interval only if the +target behavior was not observed at the moment the interval +ends. +THINI€: Momentary time sampling, but in reverse. +2. The duration of the interval can be increased with successful +omission during shorter intervals. +Wish Leaf. Meg i +Weil; u Ubu > Maintenance of reduced challenging behaviors. +olden e Less time consuming. +Jake * Known to produces higher rates of reinforcement than the FI-DRO. +ea” +Co ¢ Non-targeted challenging behaviors may get reinforced. +DRL DIFFERENTIAL REINFORCEMENT OF LOW RATES OF RESPONDING (DRL): +* A procedure and schedule of reinforcement in which reinforcement is +contingent on emitting behaviors that are: +© At or below a pre-established rate during a specific period of +time. +| ° Separated by a specific amount of time (or more) between +behaviors. +. THINK: The behavior is OK, but needs to occur less often. +Usk is '(njunp, Decreasing behavior that occurs too frequently; or to +Wwi tf WHY gradually eliminate a behavior. +beBI LY id elak lded fess i +AAU Keyikgl > Dangerous behaviors. +Opens . ; . +'3)¢] (Js & Decreases the rate of a behavior without the use of unishment. +LS P +_ £ 'e There are no consequences for challenging behaviors. + elo) ¢ The procedure is time-consuming. +2 oe * Places unintended focus on challenging behavior. +. [ e Requires frequent monitoring. +ij 3 DRL PROCEDURES THREE TYPES OF DRL PROCEDURES: +. _ | 1. Spaced-responding DRL: +“paced-responding | + & procedure in which reinforcement is delivered +ull session | when responses are separated (""spaced out’) by | IRT= | RATE +_ interval a given period of time or longer. +. THINK: Criteria based on IRT. MY +| So Fun Isabel! } © Lower rate of response = Longer IRT. +——— Gradually decreasing (not eliminating) behavior; +al bles, decreasing the rate/speed at which behavior is emitted; +| Ways iw! behaviors that occur too often (too rapidly) in +succession. +Please Do Not Duplicate 319" +320,"PTB ABA Exam Study Manual Domain G: G.2 +DRL “ukedis e Provides client with immediate feedback, produces high rate of +(Cont'd) fedtey reinforcement. + +{ PROCEDURE + +1. Determine the initial IRT criteria by calculating the average time +between responses (IRT) during baseline. + +2. Reinforcement is delivered immediately following a target +response if the client meets or surpasses the IRT criteria. + +3. If criteria are not met, reinforcement is withheld and timing +begins for the next response. + +4. Increase the interval gradually as performance improves. + +Example: The school BCBA was asked to decrease the number of off- + +topic questions Jenny asks because it is disrupting instruction. + +Because there is no need to eliminate this behavior entirely, the BCBA + +decides to use a spaced-responding DRL procedure. Jenny was + +observed over 6, six-hour school days, during which she asked: 18, 19, + +21, 19, 23, and 20 off-topic questions per day, respectively, equaling + +an average of one question per 20 minutes. To use a spaced- + +responding DRL, initial criteria were set at 20 minutes. This means that + +Jenny must space out her questions by 20 minutes or more to + +contact reinforcement. If 20 minutes has passed since her last off- + +topic question, she will receive reinforcement (an answer) for her +next question. +2. Full session DRL: + +e A procedure in which reinforcement is delivered when the rate of the +target behavior is at or below a preestablished rate criterion during a +specified period of time. + +THINK: Entire session. + +e Reinforcement is not delivered immediately following a correct +response. It is delivered at the end of the full session IF the client +meets the correct rate criterion. + +e Produces less reinforcement than other types of DRL, which can be +problematic for severe behaviors. + +47 (6 4 4 f6U6©< 6 6 6 C6 +CAUTION: Because this procedure does not deliver immediate +feedback, it should not be used with learners who cannot understand +a description of the contingency. + +45 14 4 4 OfkhGU6 6 6 6 Oe +{ PROCEDURE +1. Calculate the average rate of responding during baseline. + +2. Set DRL criteria at the average baseline rate or slightly lower. + +3. At the end of the interval, deliver reinforcement if the rate of +responding during the interval is at or slightly below the set +criterion. + +320 © 2012 - 2024, Pass the Big ABA Exam" +321,"PTB ABA Exam Study Manual Domain G: G2 +| DRL 4. When criteria is not met, use immediate feedback to make client +(Cont‘d) aware of lost reinforcement opportunity. (This can also increase +challenging behavior since client has nothing to lose.) +5. Gradually decrease the rate criteria as performance improves, or +base new criteria on the average of client’s current performance. +. Example: Jenny was observed over six school days, during which she +asked 18, 19, 21, 19, 23, and 20 off-topic questions per day, equaling an +average of 20 times per day. The reinforcement criteria was set at 19 + questions or less per day. At the end of the school day, if she had +| asked 19 or fewer off-topic questions, she received reinforcement. +. 3. Interval DRL: +« A procedure in which reinforcement is delivered when the rate of the +target behavior is at a preestablished rate criterion or lower, during a +shorter interval within a specified full session. + THIN: Break up a full session into small intervals. +* Reinforcement is not delivered immediately following a correct + response. It is delivered at the end of the interval IF the client meets +the correct rate criterion. +a A 7 4H 6h 6 6h 6 6 6 ho +CAUTION: Because this procedure does not deliver immediate +. feedback, it should not be used with learners who cannot understand +. a description of the contingency. +4H 7H 4 6 6 Ue 6 6m 6s +( PROCEDURE +1. Calculate the average rate of response in baseline. +oo 2. Reinforcement is provided if, at the end of the interval, response +rate was at or below the criterion level. +3. Reinforcement is withheld if the client exceeds the criterion during +the interval. The interval is reset, which acts as feedback. + 4, As behavior change occurs, thin reinforcement by establishing +new criterion based on the client’s current performance. +| 5. Decrease rate requirements gradually if current rate is more than +one instance of behavior per interval. +6. Decrease the duration of the interval if current rate of response is +eS one per interval. +Example: The average of 24 off-topic questions per six-hour school +day is four off-topic questions per hour. The interval can be set at one +hour with a criterion of four off-topic questions or less per I-hour +interval. At the end of the interval, reinforcement is provided if Jenny +. asked no more than four off-topic questions. During the interval, if she +asks more than four off-topic questions, she is told that she has +Hos exceeded her limit and will not receive reinforcement. The interval can +continue, or it can be reset. After receiving reinforcement for four +consecutive intervals, the BCBA decides to thin reinforcement, now +| requiring three or fewer off-topic questions per hour. +Please Do Not Duplicate 32]" +322,"PTB ABA Exam Study Manual Domain G: G.2 +DRD DIFFERENTIAL REINFORCEMENT OF DIMINISHING RATES OF RESPONDING +(DRD): +e A procedure in which reinforcement is delivered when the target +behavior occurs at a preestablished rate criterion or lower, during a +specific interval of time, and the rate criteria is gradually decreased +across intervals. +TiN: Interval DRL, when the reinforcement criteria is above one +response and eliminating the behavior is appropriate. +va.) ova, Gradually decreasing AND eliminating behaviors that +Wels U wii Occur too frequently. +Example: Sonja works in an adult group home. One of the residents is +trying despe-ately to quit smoking and asks Sonja for help. She +decides to use a DRD to decrease the number of cigarettes he +smokes per day, with the ultimate goal of quitting entirely. +DRH DIFFERENTIAL REINFORCEMENT OF HIGH RATES OF RESPONDING (DRH): +e A procedure and schedule of reinforcement in which reinforcement is +contingent on emitting behaviors that are: +o At or above a pre-established rate during a specific period of time. +° Separated by a specific amount of time (or less) between +behaviors. +yicl’ oyu! Gradually increasing behaviors that occur too +MTL Udi infrequently. +foe): ¢ Works well in one-on-one settings. +[ues e Easy to use in educational settings. +fe | ° Difficult in group settings, without assistance. +pee +3 DRH PROCEDURES } THREE TYPES OF DRH PROCEDURES: +| 1. Spaced-responding DRH: +paced-responding * A procedure in which reinforcement is delivered when responses are +ull session | separated (“spaced out”) by no longer than the specified (criterion) +nterval j period of time. | +- Sssacemsmem” @ Criterion is based on IRT. ; - = +THINK: To get higher rate of response, | IRT i RATE +the IRT needs to be shorter. +. Gradually increasing the rate of behavior; increasing the +Weits a bac rate/speed at which behavior is emitted; behaviors that +are too spread apart. +yy. e Provides client with immediate feedback; produces high rate of +i epee: reinforcement. +322 © 2012 - 2024, Pass the Big ABA Exam" +323,"PTB ABA Exam Study Manual Domain G: G.2 +~ DRH Example: Mikhail is trying to increase his reading speed. Currently, it +(Cont’d) takes him ten minutes to read two pages in a book. His consultant +. delivers a reinforcer every time he sees Mikhail turn the page (to +. begin reading the next two pages) after no more than nine minutes +has passed since the last time he turned a page. +(PROCEDURE + 1. Determine the initial IRT criteria by calculating the average time +between responses (IRT) during baseline. +2. Reinforcement is delivered immediately following a target + response if the client meets or falls below the IRT criteria. +3. If criteria are not met, no reinforcement is delivered for that + response; timing begins for the next response. +4. Gradually decrease the interval as performance improves. +2. Full session DRH: +e A procedure in which reinforcement is delivered at the end of a full + session if the target behavior occurred at a pre-established rate +criterion or higher. + THINK: A whole session. +Example: A high school student is given reinforcement for saying hello +to at least six people per day during the school day. +* Reinforcement does not immediately follow a correct response, but is +contingent on a minimum rate criterion during the observed time. +{ PROCEDURE +|. Calculate the average rate of responses during baseline. +. 2. Set DRH criteria at the average baseline rate or slightly higher. +3. Deliver reinforcement at the end of the observation time if the + rate of responding meets or is above the set criterion. +4. When criterion is not met at the end of the session, use feedback +| to make the client aware of lost reinforcement. +9. Gradually thin reinforcement as performance improves: Base new +criterion on the client’s current performance. +3. Interval DRH: +¢ Similar to full-session DRH but divided into shorter intervals. +THINK: Break up a full-session into small intervals. +e Reinforcement is delivered at the end of each interval if the rate of the +target behavior met (or surpassed) the pre-established rate criterion. +¢ Reinforcement does not immediately follow a correct response but is +contingent on correct rate criterion within a specified time period. +Example: A high school student is given reinforcement for saying hello + to at least one person in each of his six classes during the school day. +| te ¢ Produces high rates of reinforcement. +Please Do Not Duplicate 323" +324,"PTB ABA Exam Study Manual Domain G:G.2- G3 +DRH pre +(Cont'd) ( PROCEDURE +1. Calculate the average rate of response during baseline. +2. Use this to set the DRH rate criterion. +3. Divide an observation time into shorter intervals. +4. Atthe end of each interval: +a. Reinforcement is provided if response rate was at or above the +criterion level. +b. Reinforcement is withheld if the client did not meet the criterion +during the interval. +5. As behavior change occurs, thin reinforcement by establishing +new criterion based on the client’s current performance. +aa G.3 Design and evaluate time-based reinforcement (e.g., fixed-time) schedules. +NONCONTINGENT e Acontingency-independent antecedent intervention for behavior +REINFORCEMENT (NCR) reduction. + +* “Reinforcement” (i.e.,a preferred stimuli, a potential reinforcer) that +maintains challenging behavior is delivered for free on a fixed or +variable time schedule, regardless of responding. + +THUNK: Reinforcement is dependent on time, not behavior. +e NCR requires functionally equivalent reinforcement. +«f, The “free” reinforcement acts as an AO, abolishing the motivation to +| . engage in the target behavior because reinforcement has already +been contacted. +THING: Satiation. +in ., Decreasing challenging behavior proactively and non- +Wels LE Wei aversively. +Example: Bryce inappropriately seeks his mother’s attention every +five minutes on average, so his mother started giving him (free) +attention every four or so minutes, which successfully decreased the +inappropriate attention-seeking. + +e NCR for positive reinforcement: Time-based access to attention or +tangibles; prevents the access-maintained challenging behavior. + +e NCR for negative reinforcement: Time-based access to escape from +demands; prevents the escape-maintained challenging behavior. + +e NCR for automatic reinforcement: Time-based access to sensory +feedback; prevents the automatically-maintained challenging +behavior. + +47 ({T TF 45 ff HF 4H HE 4H | +CAUTION: Just because NCR is not contingent on the occurrence of a +behavior doesn't mean that reinforcement is not based on a specific +function. It is! It is based on the function of the target behavior that is +being reduced. +4G (40 4H 4H HH HE 4H 4H 45 4 +324 © 2012 - 2024, Pass the Big ABA Exam" +325,"PTB ABA Exam Study Manual Domain G: G.3 +NONCONTINGENT | * Easy to implement (doesn’t require monitoring behavior). + +_ REINFORCEMENT seen * Creates a positive learning environment; helps to establish, build, and +(NCR) Te maintain rapport and therapeutic relationships; trauma-informed +(Cont'd) oN delivery of care. Can be used in a variety of treatment packages (e.g,, + +\__ with extinction, FCT, or DRO). +"" * Decreases motivation to engage in appropriate behavior because of +free access to reinforcement. + +. ¢ Unintended pairing of challenging behavior and noncontingent + +a reinforcement may reinforce challenging behavior. +| Con | ¢ Doesn't result in new behaviors when used in isolation. +~ | © Can be distracting in an instructional setting. + * Often produces persistent responding, which can be either good or +_. bad, depending on the behavior. +| { PROCEDURE +|. Conduct an FBA to assess the function of the target behavior. +2. Collect baseline data to establish the NCR interval: + +. * Count total number of baseline responses and divide by the +duration of the baseline session. Divide the number of responses +minus 1 by the length of the session {(n-1)/duration} to calculate + + the average IRT of the target behavior (e.g., on average the +behavior occurs every five minutes). + +¢ Set the NCR interval a bit under the baseline average to ensure +that the noncontingent reinforcement will be delivered before the +target behavior. +3. Set fixed or variable time schedules for reinforcement delivery. +| ee . * Deliver reinforcer on the schedule, NOT contingent on behavior. +i 2 NCR SCHEDULES } ¢ Fixed time (FT) schedule: A fixed length of time between the +‘| delivery of noncontingent reinforcement (e.g,, every 20 minutes). +. ‘ixed time * Variable time (VT) schedule: An average length of time between +| ‘variable time the delivery of noncontingent reinforcement (og, every 10, 17, 20, 13 + + nd min. = An average of 15). + +7 7 67 6 6 Ue ess ses ah 6 oC +oe CAUTION: Don’t confuse fixed and variable time and fixed and +variable interval (B.9). Fixed time (FT) and variable time (VT) are + +| schedules for non-contingent (time-based) reinforcement (NCR), + +| and fixed interval (FI) and variable interval (VI) are simple schedules + +of reinforcement that are contingent on a correct response. + + A 7 HE 6 6 h6U 6m 6h hme oO + +4. Thin the NCR schedule by gradually increasing the interval of time. +¢ Constant time periods (e.g., two-second increments). +¢ Percentages (e.g., by 5%). +CO e Using current performance as baseline. +5. If the target behavior increases, shorten the interval. +Please Do Not Duplicate 325" +326,"PTB ABA Exam Study Manual Domain G: G.3 - G.4 +NONCONTINGENT Remember with NCR, the client doesn’t have to emit a correct +REINFORCEMENT (NCR) response. The reinforcement is free, contingent only on time passing +(Cont'd) Sop gh Y vn and the function of the challenging behavior. +Nb wane? ta ceeghe ares he ay +“ eee On exam questions, NCR reduces the target behavior by satiating the +© coh ie client on the free reinforcement, and therefore abating the need to +emit the target behavior. +yet G.4 Identify procedures to establish and use conditioned reinforcers (e.g., token +economies). +Le pBeN G.2 Develop and implement procedures to establish and use conditioned +ee reinforcers. +ESTABLISH AND USE ean +ReNFORCERS (Gm ~ Remember conditioned reinforcers in B.7? Well we're going +ere """""" to expand on that, but first let’s review. +¢ Conditioned reinforcers: Neutral stimuli that have been paired with +one or more unconditioned or conditioned reinforcers and, as a +result, begin to function as reinforcers. +e ABA staff establish themselves as conditioned reinforcers by pairing +themselves with a variety of positive stimuli and experiences (e.g, +praise, songs, activities, toys, snacks, etc.). +¢ Generalized conditioned reinforcer (GCSR): An especially effective +conditioned reinforcer because of its pairing with an infinite number +of reinforcers. +THIN: Effective at just about any time, any place, to anyone. +e The efficacy of a GCSR relies on the amount and variety of backup +reinforcers it can be exchanged for. +e¢ GCSRs are very useful in ABA treatment because it is hard to control +clients’ EOs (wants), and GCSRs don’t need an EO to be effective as a +reinforcer. +Example: Common GCSRs— social praise, smiles, money— are +always reinforcing because of their pairing with so many conditioned +and unconditioned reinforcers. +Token economy (i... token reinforcement system): SH +e A behavior change procedure based on £ ~ +conditioned reinforcement. Students receive © +tokens (GCSRs) contingent on different desired OO LOZO}, +behaviors, which they can exchange for a menu RSePeOeO +of specific conditioned “backup” reinforcers (e.g,, | SZOZOZ06 +snacks, free play, electronics, games, trinkets, etc.). “—-- > +| Backup reinforcers: The specific desired items and activities +| that a client can gain access to by exchanging the tokens they +' have earned. +326 @ 2012 - 2024, Pass the Big ABA Exam" +327,"PTB ABA Exam Study Manual Domain G: G.4 +ESTABLISH AND USE Group-based programs like schools and clinics; learners +CONDITIONED Eon fete ‘y : who are unable to wait for delayed reinforcement; +REINFORCERS Weil | Wh students to track their progress toward earning a larger +(Cont‘d) reward later. + +pty + +{( PROCEDURE + +ae + +1. Teach participants how the token system works. + +| ¢ Define specific measurable and observable target behaviors. + +e Determine token criteria. +¢ Start with easier criteria to ensure success. +2. Choose token type (e.g,, tickets, coins, checkers, tallies). +* Tokens should be of no value, safe, easy to handle, durable, cheap, +difficult to steal or recreate. +¢ Tokens should be safely placed to prevent loss, theft, or +distraction. +. ¢ Condition the tokens as reinforcers for the learners. +3. Teach the process of earning tokens. +* Spend time modeling, describing, practicing how, when, and why +tokens are earned. + e Pair token delivery with praise. +¢ Involve the learner in the process: Have them select and place the +tokens on their token board themselves, if possible. +. 4. Teach the process of exchanging the board once the last token +. has been delivered. +° Require that tokens are exchanged to prevent token hoarding. + +5. Create a menu of powerful backup reinforcers (e.g., snacks, free +play, electronics, trinkets, activities, jobs, etc.) using preference and +reinforcement assessments. + + 6. Establish an exchange ratio: Start small and gradually increase the +cost of backup items, and add more costly ites if earnings +increase. + +. 7. Plan for unmet requirements (e.g., client doesn’t earn token or tests +the system). +: Le « Can include response cost for problem behaviors. +EOD. ¢ Consider ethical and emotional implications when using +: oY punishment procedures. (Code, 2.15) +e aed ¢ Clearly define behaviors subject to response cost. + th] ¢ Loss should be proportional to the severity of the behavior. +¢ Do not use if client doesn’t have tokens. +THINIK: No debt. +8. Plan for terminating the token system: +e Increase number of responses needed to earn tokens. + ¢ Decrease amount of time the system is in effect during the day. +¢ Increase backups that will hold in untrained settings. +e Increase price of high-value items and lower price on less +. valuable items. +. ¢ Gradually fade out the materials from instructional setting. +Please Do Not Duplicate 327" +328,"PTB ABA Exam Study Manual Domain G: G.4- G.5 +ESTABLISH ANDUSE ./(, Don't forget to spend time conditioning the neutral item you're using +CONDITIONED 7 ~ as tokens. They’re generalized conditioned reinforcers, but only if +REINFORCERS they've become conditioned with reinforcement! +(Cont'd) +foyaey e Useful for more than one person at a time; good for classrooms or +AUSSs8f. group situations. +fe Intrusive and time-consuming. +pe = ¢ Trainers don't like to fade token economies because they are +ca | effective. += y e Awkward to implement with multiple participants. +». © Often overused, or used incorrectly. +«f{, Basic need items cannot be used as backup reinforcers. (E.g., food, +7 . water, activity, recess, using the phone, medical care, attending +religious service, etc.) +=e ETHICS DEVIL WARNING: Code Standard 3.01: Responsibility to Clients: Behavior +2@>. aaa Analysts act in the best interest of clients, taking appropriate steps to support : +ke 5 clients’ rights, maximize benefits, and do no harm. They are also knowledgeable +a Sp about and comply with applicable laws and regulations related to mandated += reporting requirements. | +is G.5 Incorporate motivating operations and discriminative stimuli into behavior- +change procedures. +cea G.3 Develop and implement procedures that incorporate motivating operations and +- discriminative stimuli. +ANTECEDENT Interventions that are implemented prior to, and are not contingent on, +INTERVENTIONS the occurrence of behavior. +sroced Antecedent TWO TYPES OF ANTECEDENT INTERVENTIONS: +antecedent control, 1. Contingency-dependent (u..a. function-based): +antecedent « Antecedent interventions that are dependent on prior learning; they +manipulations. manipulate the availability of reinforcement in the presence of a +specific S° and offer differential consequences for correct or +ops Cen oe SEIN new/alternative behaviors vs. challenging behaviors. +2 TYPES OF | ¢ Manipulating S°s: When an intervention is designed to manipulate +ANTECEDENT the availability of reinforcement in the presence of a specific S°. +INTERVENTIONS | © Differential consequences: Setting up differential consequences for +Contingency- correct or new/alternative behaviors vs. challenging behaviors. +ependent | »° Decreasing required response effort: Interventions that reduce +Contingency- response effort to decrease the MO to engage in escape-maintained +ndependent behaviors. as . . . ; +ee J © Limiting opportunities to emit the challenging behavior: Interventions +that change the environment in such a way that there is a reduced +need to engage in the behavior. +328 © 2012 - 2024, Pass the Big ABA Exam" +329,"PTB ABA Exam Study Manual Domain G: 6.5 - G.6 +ANTECEDENT ¢ Limiting opportunities to emit the challenging behavior: +INTERVENTIONS Interventions that change the environment in such a way that there is +(Cont'd) a reduced need to engage in the behavior. +¢ Increasing opportunities to emit desirable behavior: Interventions +that change the environment in such a way that the desirable +behavior is evoked and replaces the challenging behavior. +Example: Errorless learning, prompting, prompt fading, DRA, DRI, DRO, +modifying instructions, decreasing reinforcement criteria, presenting +choices, visual schedules. +2. Contingency-independent (default interventions): +e Any antecedent intervention that manipulates motivating operations +: (MOs) and changes antecedent events to create an evocative or +abative effect on behavior. +* Creating a state of satiation (manipulating an AO): This type of +. intervention decreases the likelihood of a challenging behavior, +because the value of the maintaining consequences is altered (e.g,, + NCR, NET, free-operant learning, enriched environment). +¢ Creating a state of deprivation (manipulating an EC): This type of +so intervention increases the likelinood of a desirable behavior when the +desirable behavior is the only way to contact reinforcement (e.g,, +response deprivation hypothesis, Premack principle, NET, free-operant +learning, Hi-p, FCT). + | setae G.6 Design and evaluate procedures to produce simple and conditional + discriminations. +| PXeey, ‘ G.4 Develop and implement procedures to teach simple and conditional +ee discriminations. +- SIMPLE AND * Stimulus discrimination is a necessary competence for most skill +CONDITIONAL acquisition. + DISCRIMINATIONS ¢ Most programs are taught via procedures that teach clients to make +correct discriminations (e.g., academic skills, safety skills, life skills, + social skills, navigating common everyday contingencies, etc.). +TWO TYPES OF DISCRIMINATIONS: + 1. Simple discriminations: +¢ When only one antecedent stimulus controls a response. +e Described by a basic three-term contingency. +iy oc a le ER CS + THINK: Basic stimulus control: An S° signals the availability of +reinforcement. +Please Do Not Duplicate 329" +330,"PTB ABA Exam Study Manual Domain G: G.6 +SIMPLE AND * Two types of simple discriminations: +CONDITIONAL o Successive discrimination: A type of simple discrimination that +DISCRIMINATIONS involves discriminating between two different stimuli that are +(Cont’d) presented at different times (sequentially) ~ one that is +associated with reinforcement and one that is not. +THINK: Discriminating between the S> and the S4 at different +times. +Example: The boy is told to stand up when his name is called. He +listens to five other names being called, then stands up when he +hears his name. +Example: Ceville is learning to wait at a corner until the “Walk” +signal flashes. She stands still while she sees “Don’t walk,” then +steps into the street when she sees “Walk.” + +o Simultaneous discrimination: A type of simple discrimination that +involves discriminating between two or more stimuli presented at +the same time. +wis y whl Choice-making from an array. + +‘THINK: Discriminating the correct choice when given a field of +options. +Example: A client is asked to touch a circle that is presented ina +field of other shapes (e.g., diamond, triangle, square, etc.). If the +client correctly touches the circle, reinforcement is delivered. + +2. Conditional discrimination: + +« When a response that results in reinforcement must occur in the +presence of an SP that is conditional upon the presence or absence +of another antecedent stimulus. + +¢ The availability of reinforcement for a specific behavior is conditional +upon the presence of an S° and a second antecedent stimulus. +THINIK: Two SPs. + +e Described by a four-term contingency with two antecedent stimuli. +Example: A teacher asks the student to “Point to the cat that looks like +Garfield” in an array of different cats. How Garfield looks is the +conditional stimulus that makes “Point to the cat that looks like +Garfield” cin S° that signals the availability of teacher praise. +Example: Parking in an empty parking space (S°) will only be met with +reinforcement if there is an accompanying street sign (2nd +antecedent) that allows parking in the empty space. + +Example: Gordon is in a restaurant and needs to use the bathroom. In +the hallway with the restrooms, he stands between the doors, +scanning them, and enters the door with the “Male” sign that also has +a green “unoccupied” sign on the handle. + +¢ Most stimulus control involves a conditional discrimination. Because +the natural environment is rarely simple. + +330 © 2012 - 2024, Pass the Big ABA Exam" +331,"PTB ABA Exam Study Manual Domain G: G.6 - G.7 +~ SIMPLE AND - | _ Teaching group participation, social skills, daily living +CONDITIONAL esl: buy! > Skills, choice-making, wrong vs. right, reading contextual +DISCRIMINATIONS cues, etc. +(Cont'd) +STIMULUS DISCRIMINATION TRAINING (c).i.ci. discrimination training): + +e A procedure in which responses are reinforced in the presence of one +stimulus condition (the $°), but not in the presence of the other (S4). + +* Trains responding more frequently in the presence of an $° than in +the presence of the S4 and over time, learning not to respond in the +presence of the S4. + +¢ Teaching that is conducted by alternating differential reinforcement +and extinction. (Reinforcement in the presence of the SP and +extinction, or less reinforcement in the presence of the $4.) + +Wave, | Ubu! Teaching simple and conditional discrimination skills. + | ye dayie, G.7 Select and evaluate stimulus and response prompting procedures (e.g., +—_ errorless, most-to-least, least-to-most). +REGaEA | G5 Develop and implement procedures using stimulus and response prompts that + ees include appropriate fading procedures (e.g., errorless, least-to-most, stimulus +fading). +PROMPTING ¢ Procedures that introduce an additional antecedent stimulus to evoke +| PROCEDURES a correct response in the presence of the natural $° that will +—— eventually control the correct response. +¢ In ABA programs, prompts are presented prior to, or during, the +a performance of a behavior during the acquisition phase of a skill, and +gradually faded when responding occurs only in the presence of the + natural s°. + +¢ When choosing prompt methods, use the least restrictive antecedent + +. stimulus that is aiready known to successfully evoke the correct +response. + +¢ Prompts should be temporary, until the natural S° controls the +response without the prompt. + +* Incorporating prompting and prompt fading (G.7) into skill acquisition +programming promotes effective instruction. + + SNe A stimulus is only a prompt if it evokes the desired/correct response. +a +| | Errorless learning technique: A method for teaching new skills +| that prevents or minimizes client errors to ensure that the client | + emits the correct response. +Please Do Not Duplicate 33]" +332,"PTB ABA Exam Study Manual Domain G: G.7 +PROMPTING TWO TYPES OF PROMPTS: +PROCEDURES 1. Response prompts: +(Cont’d) e Prompts that operate directly on the response to indicate the correct +response to the learner. +Pe A Prompt is on ¢ Response prompts do not change the task or the antecedent stimuli. +‘i | the response, e Three forms of response prompts: +KO not the s. © Verbal instructions: A trainer delivers an additional vocal or non- +vocal instruction (e.g., written, spoken, pictures) to help the +ee learner emit a correct response. +3 RESPONSE PROMPT Example: Reminding a client to check their schedule; writing out +FORMS task instructions; a timer that sounds as a reminder. +erbal : co Modeling: A trainer helps the learner emit the correct response by +odel demonstrating the correct behavior for the learner. (Learners +hysical must have attending and imitation skills.) +oo sant eee Example: Jacob brushes his hair to model hair brushing for his +client, who then imitates Jacob’s movements. + +o Physical guidance: A trainer physically guides the client's +movements during the behavior to help them emit the correct +response. (Effective with younger and disabled learners.) +Example: Janisa teaches Sergei to put wooden shapes into a +container with corresponding shape cut-outs by placing his +hands toward the correct hole and helping him position the +shape so it can fit in the container. + +i ¢ Most intrusive of response prompts. +gig) « Doesn't offer a lot of opportunity for independence. +C / e With trainer guiding movements, it’s tough to assess the client's + ~ | progress. +L « Not all learners respond well to physical touch. +2. Stimulus prompts: +. e Prompts that operate directly on the task stimuli to indicate what is +a k. Prompts on needed for the correct response when the task’s natural S> is present +WP the S®, not the but has failed to evoke the response. +oat’ response. ¢ Prompts that call attention to, and/or increase the salience of, +antecedent stimuli/natural S°s. +THIN: Changes the environment or learning materials in a way that +ee evokes a correct response. +A STIMULUS PROMPT ) « Four forms of stimulus prompts: +FORMS ° Movernent prompts: A trainer moves to help the learner + discriminate the correct choice (e.g., by pointing to, tapping, +ovement touching, or looking at the stimulus to be identified). +osition o Position prompt: A trainer helps the learner discriminate the +edundancy | correct choice by placing the correct stimulus closer to the +ithin-stimulus | learner. +332 © 2012 - 2024, Pass the Big ABA Exam" +333,"""PTB ABA Exam Study Manual Domain G: G.7- G8 +PROMPTING o Redundancy prompt (a.k.a. redundancy cue): A trainer helps +PROCEDURES the learner discriminate the correct choice by pairing one or more +(Cont’d) stimulus or response dimensions (e.g., color, size, shape) with the + +correct stimulus. +o Within-stimulus prompt: A trainer manipulates the physical +characteristics of a stimulus to evoke a correct response. +Example: The power button on Heidi's laptop is painted red to +help her discriminate the correct button to turn on her computer. +¢ PROCEDURE +. (For both stimulus and response prompting). + +|. Assess if any antecedents currently control the target response. + +2. Assess what skills the client currently has. + +3. Use steps 1 and 2 to choose appropriate prompt form. + +4, Present the natural $? (e.g., “Touch blue,” “What color is the pen,” +| “Clap hands,” “Turn on the TV,"" etc.). + +5. Either present the prompt immediately after the $°, or when the + +natural S° fails to evoke a correct response. + +6. If using errorless learning, wait until the next trial and present the +| prompt immediately after the cue and with the natural $°, before +. the learner has the opportunity to respond independently. + +7. Reinforce correct prompted responses. + +8. Gradually fade prompts and transfer control to the natural s°. + +ACB G.8 Design and implement procedures to fade stimulus and response prompts +— (e.g., prompt delay, stimulus fading). +| Bech G.5 Develop and implement procedures using stimulus and response prompts that +! ee include appropriate fading procedures (e.g., errorless, least-to-most, stimulus +fading). +PROMPT FADING ¢ Procedures for transferring stimulus control from prompts to the +natural SP. + ¢ Response and stimulus prompts should only be used during the +acquisition phase of instruction. When there is reliable occurrence of + the desired behavior, stimulus control should be transferred from the +prompt to the natural S°. +¢ Have a plan for fading prompts and transferring control to the natural +| S° before using prompting. +¢ Gradually fading prompts minimizes errors in the presence of the + natural S°. +4 A fH 6H 64 6 6 6 6 oO +CAUTION: Failure to transfer control of the behavior from the prompt +to the S° will result in prompt dependence, which prevents the client +from emitting behavior independently. +4H 4 2 6 6 6 6 6 6 oO +Please Do Not Duplicate 333" +334,"PTB ABA Exam Study Manual Domain G: G.8 +PROMPT FADING FADING RESPONSE PROMPTS (FOUR METHODS): +(Cont’d) 1. Most-to-least prompting (a.k.a. maximum-to-minimum): +e Trainer steadily guides the client through the entire response +4 FADING RESPONSE ) sequence, systematically reducing the amount of physical assistance. +PROMPT METHODS | ° Typically goes from physical guidance to visual prompts to verbal + instructions, and finally to the natural S°. +ost-to-least : When not familiar with a client's learning history; when +east-to-most wel bay effors have been found to evoke problem behavior or +raduated | ee prevent learning. +guidance +| elayed | 2. Least-to-most prompting (a.ic.c. minimum-to-maximum): + . i ¢ During each trial, the trainer starts with the least intrusive prompt, +My Little Good Dog. J giving the learner the opportunity to emit the behavior with the least +Oo amount of heip. + +e With each successive error, the trainer moves to more intrusive +prompting as needed to evoke a correct response. + +° |f a response does not occur within a specified time period (e.g., :03 +seconds), the trainer presents the natural S° and a least restrictive +response prompt. + +e Increase prompt level with each incorrect response, or after another +three seconds have passed without responding. + +_ Students who acquire skills quickly; learners who exhibit +yeas tbe -the necessary skills to emit a correct response but are +not emitting the correct response. +Example: The trainer is helping Addison learn to tie her shoes. As +Addison goes through the routine, the trainer watches her complete +each step, and whenever Addison emits an incorrect response (or +pauses for approximately :03 seconds), the trainer adds the least +intrusive prompt needed to remind Addison of what she needs to do +next. +4) Most-to-least and least-to-most prompting both follow a +_-’ promoting hierarchy that is designed for each individual learner, +depending on how they respond to prompts. The trainer moves +up or down the hierarchy following each trial. +3. Graduated guidance: + +¢ Trainer provides a prompt when/if needed, but responds to the +learner's ability within each trial (vs. most-to-least and least-to- +most, which follow a predetermined prompting hierarchy from one +trial to the next). Think of it as a dance, with the trainer moving in and +out as needed to provide just the right amount of support. + +Example: Trainer follows the learner's movements closely with her +hands, without touching the participant. The trainer then increases or +decreases the distance of her hands from the learner, gradually +changing the location of the physical prompt so that she is always +providing orly as much guidance as needed. + +334 © 2012 - 2024, Pass the Big ABA Exam" +335,"PTB ABA Exam Study Manual Domain G: G.8 +PROMPT FADING * Trainer is positioned in such a way that she can deliver an immediate +(Cont‘d) physical prompt when needed. +THIINIK: Trainer at the ready! +Example: The trainer helps Lexi complete a shape sorter by having her +hands near Lexi’s hands. As Lexi responds independently, the trainer +gradually moves her hands up to Lexi’s wrist, then elbow, then +shoulder, until there is no physical contact. +Hina! os Gaipats, Teaching complex skills; training using total task +Wed W wil’ chaining. +4. Time delay prompting (a.k.a. prompt delay, time-delayed +prompting, delayed cueing, progressive delay prompting): + ¢ The trainer simultaneously presents the natural S° and a response +prompt. + ¢ After several trials of correct responding, the trainer inserts a delay +between the S° and the response prompt, gradually increasing the +length of that delay until the unprompted correct response is +emitted before the prompt is given. +Usk he yuybiif Teaching many different skills including academic, +: Walk, W Wil adaptive, and vocational. +* Two variations of time delay prompting: +© Constant time delay prompting (u.k.c. fixed time delay + prompting): The trainer presents the natural $° and prompt at the +same time for several trials, and then introduces a delay, which is +kept at a fixed duration for all trials. +Example: Trainer teaches the skill by providing an immediate +prompt with the natural S° for three trials. After that, she + +. introduces a :03-second time delay, giving the learner :03 seconds +to emit a response before providing any prompting. + + o Progressive time delay prompting (a.k.a. graduated delay +prompting): The trainer presents the natural S° and prompt at the +same time for several trials, and then gradually and systematically +increases the time between the S° and the prompt; the delay is + + increased progressively across trials. + +Example: A trainer is teaching a client to sit when asked. Initially +he says “Sit down” and immediately provides a prompt. For the + + next trials, the trainer inserts a :01-second delay before providing +the prompt, then a :02-second delay, then a :03-second delay, +and so on, increasing the delay by :01 second each time until the +client sits down independently before the prompt is given. + +Please Do Not Duplicate 335" +336,"PTB ABA Exam Study Manual Domain G: G.8 +MOST-TO-LEAST +PROMPTING ee 4 +VS. GRADUATED Gree eS ewe ©) Cth ge +GUIDANCE | "" i +| The progression of decreasing © Being prepared to physically +prompt levels from most i prompt as minimally as +intrusive to least. (This can | necessary by shadowing the | +include any variation of the | | client’s movements, and in +response prompt, from | position to physically assist as +physical to a model.) needed. +| Graphic: Most-to-least prompting vs. graduated guidance. +FADING STIMULUS «{, Astimulus prompt exaggerates a physical dimension of the task +PROMPTS | materials (including the $°) to facilitate the correct response. +Example: Make the letter B bigger than letter A, or move the B closer to +the learner, when asking client to choose B. Once client consistently +emits the correct response, trainer gradually fades the stimulus +prompt until the correct response is emitted independently. +FADING STIMULUS PROMPTS (TWO METHODS): +1. Stimulus fading: +ARini-s @ritariiie. THIM<: Stimulus (prompt) fading. +ROMP e NETODS | © Trainer systematically and gradually removes the intrusive stimulus + prompts until responding transfers to the natural S°. +Stimulus ading THINK: Fade out the extra stimulus. +Stimulus hape Example: fo teach a client to read the word “purple,” the word +Transformations P-U-R-P-L-E is written in the color purple, and the color prompt is +For Sure | gradually faded until the client reads the word independently. +} OO HDT I sas oe +mend — (ILRI == PURPLE PURPLE +2. Stimulus shape transformations («.«.«. stimulus shaping): +‘VIN: Stimulus (prompt) shaping. + +e After the trainer uses an initial stimulus shape to prompt a correct +response, the contrived shape is gradually transformed into the +natural S$°, while maintaining correct responding. + +TEIN: Transform the shape from the prompt to the S°. + +Example: Joey learns sight words by looking at a corresponding + +picture. The word “heart” was put into an actual heart shape to + +prompt the reading response. Once Joey learned the word, the heart + +shape was gradually transformed into the letters H-E-A-R-T. +PROMPT NATURAL S° + +f Ne ~~ ny y Awe ee, y ye -_ & A, . + +| Aap eget ent Hear + +336 © 2012 - 2024, Pass the Big ABA Exam" +337,"PTB ABA Exam Study Manual Domain G: G.9 - G10 +| pecs G.9 Design and evaluate modeling procedures. +SEV ' G6 Develop and implement modeling procedures. +MODELING ¢ A behavior change strategy in which clients learn new skills by +imitating live or symbolic models to demonstrate the skills. +¢ The model demonstrates the exact behaviors needed to successfully +perform the skills. + e Live model: The model is present to demonstrate the correct behavior +in person. +Example: A mother demonstrates hair braiding for her daughter. +¢ Symbolic model: A picture icon, photo, video, audio — or a combo of +modalities — is used to demonstrate the desired behavior. + Example: Watching and listening to a YouTube make-up tutorial. + GUIDELINES FOR USING MODELING: +( aMonEING |: Similarity: It is recommended that the model and the client have +| 8 MODELING wy ae . + GUIDELINES | some similarities (e.g., age, gender, physical appearance). +. | 2. Prestige: Use a model that has known prestige, relatability, or other +| Similarity social factors that may influence correct responding (eg,, movie stars, +|: restige high school seniors, skill experts). +imphasis | 3. Emphasis: The model stimulus should be emphasized (e.g,, when the +| instruction model is “Say ‘Hello’,” add an extra emphasis to the word “Hello”). +| weal-life | 4. Instructions: Pair model with instructions (e.g., a video model may + | | eedback have a voiceover that describes the skill vocally). +| ;ehearsal | 5. Real-life: Present the model in a real-life context to increase the +| eeinforcement likelihood of correct responding (e.g., teaching to use a swing with an + actual swing, or learning to bag groceries at the supermarket +| some People Eat checkout line). +| inedible Reinforcers | 6. Feedback: Provide many practice opportunities and offer effective +| For Real Real. i feedback. +_ —omaammammamme 7, Rehearsal: Rehearse the skill so that the trainer can assess and +monitor skill level. +8. Reinforcement: Reinforce correct behavior frequently. +| Bene G.10 Design and evaluate instructions and rules. +Tee! G.7 Develop and implement procedures that use instructions and rules. + INSTRUCTIONS AND * Ateaching methodology for establishing rules and instructions for +RULES expected behavior, and teaching people how to follow those rules +and instructions. + ¢ Using instructions and rules is a prompting strategy that prevents/ +reduces challenging behaviors, while prompting expected behaviors + in many different contexts (e.g., one-on-one clients, classrooms, with +caregivers, within organizations, with supervisees and staff, etc.). +Please Do Not Duplicate 337" +338,"PTB ABA Exam Study Manual Domain G: G10 - G.1l +INSTRUCTIONS AND e Instructions and rules act as verbal Ss, and rule following responses +RULES must occur in the presence of the rule in order to receive + +(Cont'd) reinforcement (or avoid punishment). + +GUIDELINES FOR USING RULES AND INSTRUCTIONS: + +1. Involve client in developing the rules as part of the goal setting +protocol for performance expectations; this enhances the client's +awareness and acceptance (buy-in) of the rules. + +2. Present rules positively to describe expected behavior instead of a list +of what not to do (e.g,, sit nicely vs. don’t move around, keep hands to +yourself vs. no hitting). + +3. Rules should be simple and short and limited to about 3 - 8. + +THIEN: Less is more! +al /_ Prioritize and focus on the most important rules first; more can be +C| added in later as rule-following is being achieved and rewarded. + +4. Reinforce the behavior of remembering and adhering to rules. + +5. Ensure that how rules are stated matches the developmental level of +the client(s) (e.g., in an adult group home, it wouldn't be as +appropriate to say, “touch your friend nicely and gently” as it would +in a preschool class). + +6. Use common sets of rules to avoid confusion when there are multiple +clients, supervisees, employees. + +7. Present rules vocally, and then keep them prominently displayed +visually, adapting modalities for the learners’ needs. + +8. Teach rules actively, with skits and role play to practice the rule +behaviors. + +<{, Remember the steps of BST (1.5)? Use these for teaching the rules! + +ra . There should be an active teaching process that includes: +explanation, description, model, practice, feedback, rehearsal, and +ongoing coaching. + +9. Use positive consequences for rule-following; people are more likely +to follow instructions and rules consistently if compliance and +noncompliance result in different consequences. + +os G.1] Shape dimensions of behavior. +mea fhys G.8 Develop and implement shaping procedures. + +SHAPING BEHAVIOR A strategy for establishing new behaviors (or different topographies/ +dimensions of an existing behavior) through a process of systematically +and differentially reinforcing successive approximations of a behavior +toward a terminal outcome. + +338 © 2012 - 2024, Pass the Big ABA Exam" +339,"PTB ABA Exam Study Manual Domain G: G.1l +SHAPING BEHAVIOR Example: Gradually increasing the number of words a client uses in a +(Cont’d) vocal statement when making a request to progress beyond one- + +| word mands. + +. Example: Teaching an adolescent to tolerate wearing a mask so that +he can attend school during a pandemic. +Shaping is a two-component process that includes: +1. Differential reinforcement: Trainers reinforce responses within a +response Class that meet a specific criterion along some dimension +(eg, frequency, magnitude, topography) and place all other +responses in the response class on extinction. +ign) Remember the unwanted effects of extinction? (H.4) Remember +~“-/ extinction-induced variability? Well, in this domain, we can use +this unwanted effect to our advantage. When shaping, we use +| extinction with responses that are not meeting the shaping +criteria, and this results in behavior variability. The learner will try +out new responses until they find the one that works (i.e, meets +the criteria and receives reinforcement). This is an integral part +of the shaping process, especially when we are shaping across +topographies. + + 2. Successive approximations: The gradual and progressive change in +criteria that must be met for differential reinforcement. A sequence of +response classes that emerge during the shaping process. Each +successive approximation is closer in form to the terminal behavior +than the previous response class it replaces. Once the newer (closer) +approximation has been emitted and reinforced, previous +approximations are placed on extinction. + +. Example: 1. “More,” 2. ""More gummies,” 3.“! want more gummies,” 4. ""/ +want more gummies, please.” Each step is a successive +approximation to the terminal response, “I! want more gummies, + +. please."" +Training animals with clickers; teaching novel behaviors; +— _, changing a dimension of a behavior already in the +havi, 1 Wu Client’s repertoire, etc. Really, shaping should be used +everywhere and all the time. Teaching a new skill means +| shaping throughout the learning process. +| Example: A client's “inside voice” is too loud. In targeting a lower voice + volume, differential reinforcement is used to reinforce gradually lower +and lower voice volume until he consistently speaks at an appropriate +: volume. +«fy Aclient learns many approximations in the shaping process. Since alll +Z| «, Of the approximations received reinforcement at one time or another, +. itis important that the client understand that the previous +approximations will not do, and that ultimately, only the terminal +response will contact reinforcement. +Please Do Not Duplicate 339" +340,"PTB ABA Exam Study Manual Domain G: G.1 +SHAPING BEHAVIOR Spe Sn gee SS RS EE +(Cont’d) ' +Response differentiation: A response change produced by +differential reinforcement during shaping, in which reinforced | +members of the current response class occur more often and +unreinforced members occur less often (due to extinction). +Example: Using this “expanding requests” scenario: 1. “More,” 2. ""More +gummies,” 3. ""i want more gummies,"" 4. “I want more gummies, +please.” Response differentiation is when the client reliably uses, “/ +want more gummies, please,” because the previous approximations +are no longer sufficient for reinforcement. This leads to a novel +response. +saan. @ A positive behavior support procedure that doesn’t typically involve +Tey goy anything aversive or punishment. +ARES | «© Can be combined with other procedures (e.g., prompting, chaining). +« ¢ Time-consuming. +__|_ © Progress cloesn’t always occur in the intended order. +es e Requires continuous monitoring. +ma ¢ Can be misapplied to shape inappropriate/harmful behavior chains. +| (A frequent concern with using extinction in a setting where an +‘ extinction burst cannot be tolerated and will lead to reinforcement.) +Example: A child nicely asks for ice cream and her parents say no. +The child then exhibits a variety of other behaviors in hopes of +getting the ice cream. Her parents finally give in after the child has +thrown an out-of-control tantrum in the middle of a busy mall. This +shapes a new response for getting what the child wants. +SHAPING METHODS Any measurable dimension of a behavior can be shaped. +1. Shaping cicross response topographies: + +e Shaping a terminal behavior by differentially reinforcing different +response form approximations, until the reinforced response form is +the expected terminal behavior and not an approximation. + +e Criterion changes = Changes in the response form = Each successive +approximation varies in some form from the other approximations +and gets closer to the terminal behavior/target. + +Wells it hyun Teaching novel behaviors. +Example: A child who can’t speak is gradually taught to emit sounds, +then say words, and then increase the number of utterances. +Example: A child who uses one-word utterances is taught to use a +multi-word sentence. + +349 © 2012 - 2024, Pass the Big ABA Exam" +341,"PTB ABA Exam Study Manual Domain G: G.1] +| SHAPING METHODS SHAPING A BEHAVIOR: ACROSS RESPONSE TOPOGRAPHY +Co n t’d ce tae PE cent hat SEIS le A ict esl TRREEEECEAsc_ueenemmenete or a — : ~ +( ) | SUCCESSIVE DIFFERENTIAL REINFORCEMENT (EXT vs. SR) | +| | APPROXIMATIONS (SR = Reinforcement) +| SA #1: “More.” | ~—-» SR delivered when client says “More” only. - | +| La ” EXT > No SR for “More” response. | + SA #2: “Want more. =P SR delivered when client says, “Want more” only. + 4 ” EXT > No SR for “More” or “Want more” response. | +OS SA #3: “I want more. _— ~~ $R delivered when client says, “! want more” only. +| + SA #4: t | .” EXT > No SR for “More,” “Want more,” or “I want more” response. H +| * want more, please. ~ _ SR delivered when client says, “I want more, please” only. +| 5 +] EXT > No SR for “More,” “Want more,” “I want more,” or “i want more, | +| TERMINAL BEHAVIOR: “Mommy, ! lease” response + lease.” » Pisase Fesponse. | +| want more, p . SR delivered when client says, “Mommy, | want more, please.” | + eee ee eee ee eee Fable: Shaping behavior across response topography. +2. Shaping within response topographies: +¢ The response form is not shaped. It remains the same, BUT some + other measurable dimension of the behavior changes (eg,, rate, +latency, duration, magnitude, volume). +Example: Billy practices his sport every day, but he doesn’t practice +for enough hours in the day. His coach shapes the duration of his +practices. +Example: Crystal takes too long to start her homework after her +mother asks her to. To decrease the latency of her responding, +shorter and shorter latencies are gradually reinforced until reaching +a the desired latency. +Shaping behaviors that are already in a client's +| Wesne Wublu) - f@Pertoire, but a measurable dimension of that behavior +isn’t at the desired performance level. +[vy ; +3 — Remember the voice volume example? +No +SHAPING A BEHAVIOR: WITHIN RESPONSE TOPOGRAPHY +) | ICCESSIVEAPPROXIMATIONS _ DIFFERENTIAL REINFORCEMENT (EXT vs.SR) ] +| | SUCCESSIVE APPROXIMATIONS (SR = Rabe ieea, | +| . +| SA #1: SPEAKING AT 100 DB. ™ > SR delivered when client speaks at 100 DB only. | +: Too loud. | +| SA #2: SPEAKING AT 90 DB. =a, EXT > NO SR for 100 DB. +| Less loud, still loud. _ SR delivered when client speaks at 90 DB only. +| SA #3: SPEAKING AT 80 DB. _. EXT > No SR for 100 or 90 DB. + Still too loud, but closer. "" §R delivered when client speaks at 80 DB only. + TERMINAL BEHAVIOR: SPEAKING BETWEEN 50 - 70 DB. EXT > No SR for 100, 90, or 80 DB. | + Appropriate inside voice. "" ~ SR delivered when client speaks between 50 - 70 DB only.| + nnn TS eabig, Shaping behavior within response topography, +Please Do Not Duplicate 34]" +342,"PTB ABA Exam Study Manual Domain G: G12 +ae G.12 Select and implement chaining procedures. +Lite G.9 Develop and implement chaining procedures. +BEHAVIOR CHAIN * Aspecific sequence of linked behaviors, in which each completed link +serves as a conditioned reinforcer for the previous beravior, and is +an S° for completing the next behavior, which results in a desired +outcome. +‘UNM Most behaviors or routines are behavior chains (e.g, putting gas in +i’ Ae the car, putting on makeup, logging into Zoom, making a sandwich). +THREE DEFINING FEATURES OF A BEHAVIOR CHAIN: +1. The performance of a set of discrete behaviors. +2. Each discrete behavior acts as a conditioned reinforcer (CR) for the +previous discrete behavior and an S° for the next discrete behavior. +(The only exception is the first response, which only acts as an S°, and +the last response, which only acts as a CR.) +3. All of the discrete behaviors must be performed in order and close in +time. +a. . im. -_ L “ay m= - —o EE | +a | es | —— | ‘ a, a . ee, +- | ~ _ | ~ Graphic: Chaining. +CHAINING METHODS: +e The procedures used to connect the specific sequence of stimuli and +discrete responses to form (and teach) new behavior chains. +Teaching adaptive skills and routines; promoting +bese uci» independence; enabling access to least restrictive +Wwe i Wut environments; combining behaviors to form more +complex repertoires. +e Chaining methods can be combined with other behavior change +procedures like modeling, error correction, fading, and shaping. +* Can be taught directly or through observation. +RECOMMENDATIONS FOR SUCCESSFUL CHAINING: +* Ensure the completeness of the behavior chain: +o The established steps of the behavior chain must be accurate and +complete. +o The sequence of the chain must be correct, and all corresponding +SPs should be identified. +o If needed, be prepared to make changes and add more supports. +342 © 2012 - 2024, Pass the Big ABA Exam" +343,"PTB ABA Exam Study Manual Domain G: G.12 +| BEHAVIOR CHAIN ¢ Consider the length of the chain: +(Cont’d) o Longer chains will take more time to teach, and shorter chains +may not include enough steps for a complete routine. +¢ Consider the schedule of reinforcement: +© Chain lengths should be considered when establishing the +reinforcement schedule. +o Use reinforcement for maintaining acquired behaviors. + e Stimulus variation: +© Present all possible stimulus variations ($°s) for any particular +| chain. +_* tom, © Response variation: +| 4 BEHAVIOR © When incorporating stimulus variation, there may be a need for +! CHAINING METHODS | subsequent response variation. +, Forward | FOUR BEHAVIOR CHAINING METHODS: +_ -otal-task : + +oe | 1. Forward chaining. +| i ackward | 2. Total-task chainin + “ackward with leap | 3, Backward chainin 5 + aheads 1 Ing: +| mmm & Backward chaining with leap aheads. +FORWARD CHAINING e Amethod for teaching the components of a specific behavior chain, +. one at time, in their naturally occurring order. + +. * Astrict chaining method that requires mastery of previous step(s) +before moving on to the next step. + + Example: Mario is a group home resident with the eventual goal of +living independently. He must meet a series of independent living +goals before he can live independently. One of the routines is +completing a five-task housekeeping routine. Forward chaining can + + be used to teach each individual behavior chain (washing dishes, +doing laundry, making a bed, vacuuming, and dusting) and can then +be used to combine the tasks into one complete routine. + +. Thon ata Teaching long and difficult behavior chains; combining +Wea, f Why: Smaller chains to form longer behavior chains (e.g, + + teaching self-care and self-help routines). + +| { PROCEDURE +I. The chaining method begins by teaching the first step of the + +behavior chain, using the learner's prompting hierarchy as + +. needed, until the step is being completed independently. + +. 2. Then, the second step is taught, until both steps are being +performed independently, successively, and successfully. + +3. Then the third step is taught, until all three steps are being +completed independently, successively, and successfully. + + 4. And so on. Each subsequent skill is taught to independence, and +completion of the previously acquired steps become part of the +criteria for reinforcement of the current step. + +Please Do Not Dupticate 343" +344,"PTB ABA Exam Study Manual Domain G: G12 +FORWARD CHAINING Stee +(cont'd) Or) =SR+ +ges Bee +Ces a = SR+ +en + » +(° =SR+ +en) + ) + (sis + @ = SR ca +2 "" \ Se. +err) + :) t+ + @ =SR+ +ee ae Sev oT er Graphic: Forward chain. +| ~e Can be used to link smaller chains to form larger chains. +johec ¢ Can be used to link smaller chains to already existing chains. +\Pegef. e Can be compined with other procedures. +_,* Easy to implement (and train mediators). + e Reduces practice opportunities. +gis: 7 ¢ Takes too long to get to the terminal outcome and impacts the whole +eg | chain. This can be offset by probing the whole chain periodically, and +aon possibly switching to a different chaining method. +| _e Relies on artificial reinforcement. +TOTAL-TASK CHAINING — e A variation of the forward chaining method. +e Every step of the behavior chain is taught during each session. +=. Kei Concurrent ¢ Prompting (‘flii<: Graduated guidance) is used to support any steps +chaining, total-task that the individual can’t complete independently and help move the +presentation, whole- individual to the next step. +task method. e Prompts ore gradually faded as the individual acquires specific steps +and can complete the entire behavior chain on their own. +Example: You are teaching Myesha to wash her hands, a seven-step +behavior chain. Myesha is able to do three of the seven steps within +the chain. You use a total task chaining method to help connect the +steps she can do on her own to the steps she still needs assistance +with, until she can do the entire routine independently. +Teaching clients who know some of the steps in the +sosi sy ya, behavior chain; clients who have imitation skills; clients +Wt u wil who can handle learning complete sequences all at +once; teaching shorter sequence chains. +“e Amore flexible forward chaining method. +e Faster and more efficient chaining method because it allows clients +uaba, is, to “show what they can do,” without having to teach each step. +AREO: ° Effective chaining method because the client does the entire routine +eees""s gach time, in its natural order, and always reaches the ultimate +reinforcer of finishing the routine. +_ ¢ Works for clients with all disability levels. +344 © 2012 - 2024, Pass the Big ABA Exam" +345,"PTB ABA Exam Study Manual Domain G: G.12 +TOTAL-TASK pee | ¢ Not good for clients who can’t tolerate physical prompting. +| CHAINING e Relies on artificial reinforcement. +(Cont’d) _— + TOTAL TASK CHAINING +INDEPENDENT INDEPENDENT PROMPTED PROMPTED — INDEPENDENT +€ + + ) + er oF @ + @ =SR+ +Graphic: Total-task chaining. +BACKWARD CHAINING ¢ Amethod for teaching the components of a specific behavior chain, +in which an instructor completes the entire behavior chain, with the +exception of the last step. +* The last step is the first step that the client is taught. + + Example: Jimmy is learning the 10-step behavior chain of tying his +shoes. Initially, his trainer completes the first 9 steps of the routine and +prompts Jimmy to complete the 10th step. This is very reinforcing +because tied shoes mean Jimmy can now go outside to play! The +trainer then completes steps 1-8, and prompts Jimmy to complete +that last two steps successively. This continues until Jimmy has +learned all the steps and can do the whole routine on his own. + +Teaching behaviors that have a highly reinforcing +terminal outcome (e.g., eating what was prepared); + +cai! (ining, ehaviors that should be completed in entirety during + +wwe u Wb! each trial (e.g,, it would be unnatural to teach hand- + +. washing using the forward chain because you wouldn't + +| complete the routine until the client can do all the steps), +{ PROCEDURE + +a + +|. After the trainer completes all but the last step of the behavior +chain, the client is taught (i.e, prompted to perform) the last step, + +. which contacts the terminal reinforcer for the behavior (the +outcome) along with any contrived reinforcers. + + 2. After the client has acquired the last step, the trainer completes all +but the last TWO steps of the behavior chain, and the client is +prompted to perform the second-to-last step and the final step in +successive order. This results in the terminal reinforcer for the +behavior (the outcome), along with any contrived reinforcers. + +3. After the client has acquired the final two steps, the trainer +completes all but the last THREE steps of the behavior chain, and +the client is prompted to perform the third-to-last step, followed +by the final two steps in successive order. This results in the +terminal reinforcer for the behavior and any contrived reinforcers. + +4. This process and the accompanying prompts continue, moving + +| backward through the chain until the client is able to + +— independently complete all steps in the correct order. + +| 5. Aterminal/natural reinforcer is produced following every trial +because the behavior chain is always being completed. + +Please Do Not Duplicate 345" +346,"PTB ABA Exam Study Manual Domain G: G12 +BACKWARD CHAINING [fe ff 3 +Cont'd BATE SSUTE [Ps SEP eee Bulg SE ee +( ) RAYS i Wreiise P YIPGFIP Ss: | Tish ene: aia +! | | L Rell +( GWEP OSA RSP Ferien oo a ESE +WGA TORRAP Scat: JUREIRA Ss: eie@bie ley [ag@l | oats +* | . | j io ER | ne me +Le ee Hee bee coe _. cil ESO |. Le +Psi ome Fares 4 | eee ee || +INAH SRG HIRE eT Oe OTA ae / Meee Cer: i +: i . |. oat ARERR |. SR | ea +7 . ioe a Lea = 2S ooo cee f 2k srr +eee ee | a ae Bg “a +| cap Pcie eg +| RIN Ey jie Mesa | OIE) bei cle pata +. it Lael = aol aes Lesa Lo E +Weotiet 9 tpt) Us aT OU RAR! | cig 1 ldatelg H +: 3 ae LG (2 eR | 2 | 2 ar +Je et al a pl ae Le eS aan +oo ee? ee ee ee ee +ec Cue a cpg Gun +ll a | obama +Graphic: Backward chaining. +BACKWARD CHAINING +i ay aa ee So +: X) + 9 Flee eg = SR + +| X} + sy $e /=SR+ +% J yy fo oe. : +Se ATS NL wee +XK) + » +."" + @P =SR+ +\ PP oe Mo "" er +ee wt me Rat +1g ? eos eo Graphic: Backward chaining. +sys) : e Client contacts the terminal reinforcer each time the skill is taught +“te AM Psi . . +Lee (eg., shoe tied, sandwich made, hands washed). +He. | « Potential for passive client participation in the initial steps +ee ‘| « Skills can be acquired very slowly. +FS) + +BACKWARD CHAINING e Avariation of the backward chaining method. + +WITH LEAP AHEADS ¢ Works in the same way as backward chain except not every step in +the task analysis needs to be trained! Some steps are only probed +and, if they are already in the client’s repertoire, they do not need to +be formally trained. + +THUNK: Backward chaining meets total task presentation. + +346 © 2C12 - 2024, Pass the Big ABA Exam" +347,"PTB ABA Exam Study Manual Domain G: G.12 +. BACKWARD CHAINING Example: Mila is using backward chaining with leap aheads to teach +WITH LEAP AHEADS Reva the behavior chain of opening her front door. Reva can already +(Cont'd) perform some of the steps, so Mila trains the last step and skips + training for any steps that Reva knows. +Example: Reva has taught herself to make a peanut butter and jelly + sandwich by watching her dad do it for her. But she’s confused on +some of the steps, and she never ends up with a delicious sandwich. +After watching to see what Reva can (and can’t) do independently, +Mila decides to use backward chaining with leaps ahead to teach the +. missing steps so that Reva always ends with a delicious sandwich, +and Mila will be able to bypass teaching the steps she already knows. +| STEP] ——sSTEP2.—=SSTEP3—~=SSTEP4~—~. The +S° is part of the natural environment. The client plays freely in a +playroom, and when specific desired behaviors occur, they are +reinforced and recorded. +* Desirable free-operant behaviors are typically reported using rate. +| Wewle 4 Guy Promoting independence and generalization. +| PIVOTAL RESPONSE TRAINING: +¢ A teaching methodology that focuses on the skills that produce +collateral improvement in other skill areas. +THINK: Pivotal behaviors. (F.8) + ¢ Training occurs in natural settings (e.g., child’s home). +* Training opportunities capitalize on MOs and naturally occurring +| environmental variables. +Example: A client is trying to access body parts for Mr. Potato Head, +which the trainer holds on to. The trainer models asking for “eyes” and +gives the eyes when the child imitates the response. The adult then +waits for the client to ask for the remaining body parts by holding + them up and giving the client an opportunity to make the request +independently, prompting as needed until the activity is completed or +the client moves on to something else. +lites] ot Fp haps, Building pivotal social skills and behaviors that will +Wel WW strengthen other skills areas. +ged G.14 Design and evaluate group contingencies. + GROUP CONTINGENCIES —« Procedures for using contingencies of reinforcement with groups. +¢ The same reinforcer for each group member is contingent on the +behavior of: +© One or a few individuals in the group. +. o Every individual in the group. +° Each individual, independent of each other. +CONSIDERATIONS FOR USING GROUP CONTINGENCIES: +* Choose a strong reinforcer, GCSRs are best. (B.4) +e Identify the behavior in need of change and achievable criteria. +e When appropriate, combine with other procedures. +¢ Choose the appropriate group procedure for the specific goal and +the group. +* Monitor group and individual performance, and prepare additional + contingencies for individuals that could sabotage the rest of the +group. +Please Do Not Duplicate 355" +356,"PTE ABA Exam Study Manual Domain G: G14 +GROUP ~@ Time-efficient for teachers; reduces workload by applying +CONTINGENCIES (Syge CONSequences to more than one person. +(Cont‘d) »/ 216)"" e Has quick impact. +oe. @ Additional benefits from positive peer influence. +..* Can facilitate positive social interactions. +co e Can result in negative peer pressure, scapegoating, and aggressive +mee: | © behavior. +THREE GROUP CONTINGENCIES +DEPENDENT INTERDEPENDENT INDEPENDENT +REINFORCEMENT = Behavior of one Behavior of all Each Individual +DEPENDS ON: person (or a few). members. +REINFORCEMENT Whole arou Whole arou Each individual +GIVEN TO: grou. FOU. who met criterion. +any “Hero.” “We're all in this “Every person for +ue? together.” themself.” +ee ‘Table: Three group contingencies. +acoriip. \ 1 Dependent group contingency (<.%.c. hero procedure): +3 GROUP . . . . . +CONTINGENCIES | ° A group procedure in which the reinforcement for the entire group is +| DEPENDENT on the behavior of one (or small group of) individual(s) +ependent within the group. +nterdependent THIN: Heroles), +ndependent THING: It’s on YOU! +~ 0 Sessensamans semana! Example: A teacher tells her students that if “The Chosen One” finishes +their math test before the bell rings, then everyone wil! not have to do +homework for the entire week. +Improving the behavior of one or a small group of +Wels ben individuals who respond well to peer influence and +attention. . +2. Interdependent group contingency: + +e A group procedure in which reinforcement for the entire group is +contingent on EVERYONE in the group meeting the pre-established +criterion. + +THIEN: It’s on Us. +| Promoting everyone in the group to perform at a certain +weirs eioyy level: facilitating group cohesiveness; decreasing +challenging behavior and increasing prosocial behavior. +356 © 2012 - 2024, Pass the Big ABA Exam" +357,"PTB ABA Exam Study Manual Domain G: G14 +| GROUP CONTINGENCIES ¢ Good behavior game: +; (Cont‘d) o An interdependent-group contingency that involves competition +between two or more groups. + o Teacher records occurrences of undesired target behavior in a +prominent location. +© The highest-scoring group receives reinforcement. +© Highest score = The fewest marks. +WINE: DRL. +o Promotes competition in a good way- students work as a team to +earn for their team. +icede et aha Decreasing challenging behaviors in groups with a small +Wave Wi number of individuals with disruptive behavior. + e Good student game: +THIN: Good behavior game with group or individual self-monitoring. +o Used during independent in-seat activities when challenging +behaviors typically occur. +o Students in small groups record their own or group’s performance. +o The teacher chooses the target behaviors, establishes goals and +reinforcers, and decides on group or individual monitoring. +( ETHICS DEVIL WARNING: (Code, 2.14, 3.01) +. [ e Using the dependent and interdependent group contingency, although known to +tell, be effective, can also do harm in certain environments. Make sure to know your +eC Ys : group well enough to predict what losing access to a reinforcer can do to group + ce a) / members. +4 C6 e Aggression can be an unwanted response of the dependent and + li / interdependent group contingency, where some group members become +aggressive to make sure others fulfill their end of the contingency or when the +| group contingency is unsuccessful. (H.4) +3. Independent group contingency: + e A group procedure in which reinforcement is only available for the +. individuals who meet the criterion. +¢ Can be combined with token economies and contingency contracts. +Example: A teacher announces that +the students who finish their math WELCOME + work before the bell rings will not to the +have any assigned math homework BIG ABA EXAM +for the rest of the week. The students eet Tt . +who meet the goal escape the weekly Peseeceterectase \ +| math homework, while the students nn \ +who don't, are assigned homework. ~~, \\ +Example: The Big exam. Those who , +score 400 or above pass, and those Sie, oo +who don’t, don't. +Wrwl, 4 Lang” Differentially reinforcing individual performance. +Please Do Not Duplicate 357" +358,"PTB ABA Exam Study Manual Domain G: G.15 +ct G.15 Design and evaluate procedures to promote stimulus and response +generalization. +pede, G.17 Develop and implement procedures to promote stimulus and response +OO generalization. +PROMOTING e Asubstantial positive outcome means that learned skills and +GENERALIZATION behaviors generalize beyond the training setting, stimuli, people, and +even behaviors. + +e Achieving post-training stimulus and response generalization +requires planning ahead and utilizing training methods that promote +generalization. + +e Choose behaviors that will produce reinforcement in the client’s +natural environment after treatment ends. (F.8) + +¢ Identify all of the target behavior's desired variations as well as +environments in which these behaviors should (and should not) +occur. + +9 STRATEGIES: - ) NINE STRATEGIES TO PROMOTE GENERALIZATION (and their subtypes): +PROMOTE | 1, Program common stimuli: _— +GENERALIZATION | ° Program the same S?s in the instructional setting that exist in the + generalization setting. +ommon stimuli | ¢ Increases the probability that the correct response will be occasioned +oosely train in the generalization setting. +xemplars Example: If teaching someone to make a purchase in a store, include +ediation items typically found in a store in the instructional setting (e.g., rack, +anagement (self) | shopping bag, cash register, money exchange, etc.). +ndiscriminable THIN Mock run or dress rehearsal. +contingencies uaa yds eas gs +egative examples | Wests yi, Stlmulus generalization. +eneral case +analysis | 2. Train loosely: +Behavior |} « Include a large variety of the non-critical aspects (e.g., training +/) 2 Seer mee location, people, voice tone, carrier phrases, etc.) of the S° in the +training setting. +Example: Ask, “How are you?” in a high-pitched voice, a low-pitched +voice, and a medium-pitched voice. + +e Make minor changes to antecedent and environmental stimuli while +training. + +° Accept and reinforce a variety of responses that fall within criterion. + +e Ensure that stimulus control is not too tightly focused on the +instructional setting. + +THINK: Same target, different locations, or same target, different +trainers. +Wee I but Stimulus and response generalization. + +358 © 2012 - 2024, Pass the Big ABA Exam" +359,"PTB ABA Exam Study Manual Domain G: G.15 + +~ PROMOTING 3. Multiple exemplar training (two variations): + +GENERALIZATION *« Teach enough response examples: + +(Cont’d) © Teach a variety of appropriate response topographies. The more +examples utilized when teaching, the better for promoting +generalized untrained responses. + +Example: Various ways to ask for help (spoken, written, signed). +Wea, by Wyn’ Response generalization. +¢ Teach enough stimulus examples: +° Teach responding to a variety of antecedent stimuli. +° Give different stimulus examples and ensure that the client + +| acquires untaught connections, as well. + + © The more trained examples, the more likely untrained + +generalizations will occur. + + THINK: Exposure/generalization to different members of stimulus and +response classes. + + Example: Ask, “How are you?"", “What's up?”, “How are you doing?"", +etc.; accept a variety of responses (“/’m good,” “Doing well,” “Been +better,” thumbs-up, etc.). + +Whi 1 lug.’ Stimulus generalization. +4. Mediation (two variations): +e Ask other people to reinforce behavior: +© Teach those involved in client's life (parents, employers, teachers) + to help maintain and generalize the new skills. +© Inform key individuals in the natural setting to reinforce correct +behavior. +Example: After Raju learns how to greet others, his parents and friends +are asked to practice and reinforce this skill daily. +: Wid, 4 Wal Stimulus and response generalization. +¢ Contrived mediating stimulus: +o Set up a stimulus or a person to help transfer the learned behavior +from the training setting to the natural setting. +9 Bring the behavior under the control of the mediating stimulus +during instruction to serve as a prompt in the generalized settings. +Example: Individuals, cue cards, visual activity schedules, self- +operated prompting devices. +: lle, | (guy. Stimulus generalization. +5. Self-management: +e Cash in on the fact that the learner is present in both instructional +and generalization settings. + +| * Teach self-management behaviors to enable managing (prompting +and reinforcing) the target behavior on their own. + +Please Do Not Duplicate 359" +360,"PTB ABA Excim Stucly Manual Domain G: G.15 +PROMOTING C | ¢ Requires teaching two skills (self-management behavior and target +GENERALIZATION Biggs | behavior) and ensuring generalization for both. +(Cont'd) +¢ Three self-management variations: +o Response variability: +« Teach the client to improvise and problem-solve if the learned +response doesn’t produce the desired reinforcement. += Promotes flexibility and creativity. +» Using lag-reinforcement contingency. +| Lag-reinforcement: Reinforcement is contingent cn a | +| response being different from a previously reinforced response +/ ornumber of responses. | +“hubs yeu Response generalization. +Example: When Oscar is asked what his favorite foods are, he says +“chicken nuggets,” even though he enjoys other foods. To help him +vary his answers, Oscar must now answer differently each time he +is asked the question. For each different response, he earns an +extra two minutes of screen time before bed. +o Recruit reinforcement: +« Teach clients to recruit (ask for) reinforcement from caregivers +instead of waiting for it. +Example: A student asks a teacher, “How am | doing?” and the +teacher provides praise. +‘yeyly y wayy Stimulus and response generalization. +cam e Could result in extinction if reinforcement is not received when +alee recruited. +o Teach required levels: +» Train target behaviors to meet the necessary performance +criteria to contact reinforcement in the natural environment. +« Increase the rate, accuracy, duration, latency, magnitude or +topography of target behavior. +Example: Timing yourself on a mock exam helps ensure that your +timing is sufficient for you to be successful in completing the Big +exam in time. +yey, wi Stimulus and response generalization. +6. Indiscriminable contingencies: +¢ Reinforcement contingencies the client can’t predict or discriminate. +e These types of schedules match the unpredictable contingencies of +the generalization setting. +ViINi<: Schedule like the real world. +360 © 2012 - 2024, Pass the Big ABA Exam" +361,"PTB ABA Exam Study Manual Domain G: G15 +PROMOTING e Includes: +GENERALIZATION o Intermittent reinforcement: During skill acquisition, use +(Cont'd) continuous reinforcement (CRF), then move to intermittent +schedules. +° All indiscriminable contingencies are intermittent, but not all +intermittent schedules are indiscriminable. +o Use VR and VI schedules to increase unpredictability and +indiscriminability. +o Delayed rewards: Rewards are not presented immediately after a +correct response, and it is unclear which responses will produce + reinforcement. +aie: 4 lun!” Response generalization and maintenance. + 7. Negative teaching examples: +¢ Teach the client to discriminate the settings, times, and conditions in +which it is not appropriate to display a certain behavior. +e Teach the limits of a behavior: What is included and what is not +included. +THINK: Knowing when it’s not OK to do that. +Example: it may be OK to crack inappropriate jokes with your +friends, but it is not OK to crack inappropriate jokes at work. +‘ijimoh! tyyiap, Response generalization and discrimination; increasing +Wel H Wik” stimulus control. +8. General case analysis: +¢ Teach all the different stimulus variations and response variations +the learner may come across in the generalization setting. + + Example: To teach a client how to use a variety of laundry machines, +we would work with different types of machines that exist (stimulus +variations) and teach how to use each specific laundry machine +(the response variations). + +. Stimulus and response generalization; teach the +wean, 4 Weal variations of an $°- and how responding might differ +with different S°s. + +| 9. Behavior trap: + +e Super effective contingency of reinforcement that���s easy to enter; + hard to leave! +e When natural contingencies of reinforcement operate to promote +and maintain generalized behavior changes. (Baer and Wolf, 1970). +e Once the client is in a behavior trap, the trap creates generalized +behavior change automatically. +¢ Four elements: +| 1. Client is baited with hard-to-resist reinforcers. + 2. Low response effort behavior is needed to enter trap. +3. Connected contingencies of reinforcement motivate the client +to acquire, extend, and maintain behavior. +Please Do Not Duplicate 361" +362,"PTB ABA Excim Study Manual Domain G: G.15 - G.16 +PROMOTING 4. Can be effective for long durations, as clients usually show no +GENERALIZATION satiation. +(Cont’d) Example: Using a round cookie to teach fractions. Student is told +they can have 3/4 of the cookie. The cookie is desirable and +therefore, the student exhibits the correct math response. Student is +trapped by a cookie to exhibit the math behavior. +Example: Offer coloring and painting to maintain and strengthen +fine motor skills with a student who loves art; use trivia games to +increase and maintain discrimination of “Wh” questions with a +student who loves trivia and competition; create a time for “game +centers” in a classroom to maintain and generalize the skills of turn- +taking, following directions, and accepting loss. +Wels ) wi, Response and stimulus generalization and maintenance. +cot G.16 Design and evaluate procedures to maintain desired behavior change +following intervention (e.g., schedule thinning, transferring to naturally occurring +reinforcers). +| Pacis G.20 Develop and implement procedures to promote maintenance of behavior +pO change. +RESPONSE e When a client continues to emit newly acquired behavior after +MAINTENANCE services have been terminated. +« Progression to naturally occurring reinforcement schedules. +THIN: Results built to last. +e It is our ethnical responsibility to produce outcomes that will maintain +beyond treatment. +| ETHICS DEVE. WARNING: Code Standard. 2.14: Selecting, Designing, and | + Implementing Behavior-Change Interventions. Behavior analysts select, design, and | +! implement behavior-change interventions that: (1) are conceptually consistent with | +Led behavioral principles; (2) are based on scientific evidence; (3) are based on +@CDN gag assessment results; (4) prioritize positive reinforcement procedures; and (5) best +Le oS meet the diverse needs, context, and resources of the client and stakeholders. i + Behavior analysts also consider relevant factors (e.g., risks, benefits, and side ( +<= i effects; client and stakeholder preference; implementation efficiency; cost- + effectiveness) and design and implement behavior-change interventions to | +| produce outcomes likely to maintain under naturalistic conditions. They | +| summarize the behavior-change intervention procedures in writing (e.g., a behavior | +| plan). | + +Considerations for programming for maintenance: + +1. Conduct weekly maintenance checks for approximately 3-6 weeks +after mastery criterion has been met, to assess if a mastered skill is +being maintained. + +¢ Maintenance checks confirm and predict maintenance. +362 © 2012 - 2024, Pass the Big ABA Exam" +363,"PTB ABA Exam Study Manual Domain G: G.16 +RESPONSE 2. Thin the reinforcement schedule used in training. +MAINTENANCE e Move to intermittent schedules by gradually increasing response +~ (Cont’d) requirements. (E.g., CRF to a VR 2 or VR 3.) +o Thin the schedule in small increments. +o Examine the client’s progress to guide the thinning progression. +Be \ vai On exam questions, remember: +| cad ale a = Dense schedule = Frequent reinforcement. + at e = Thin schedule = Less frequent reinforcement. +“weiss aw Schedule numbers increasing = Thinning schedule (e.g., from VR 4 +to VR 6). + « Schedule numbers decreasing = Thickening schedule (e.g., from +VR 6 to VR 4). +4H HE fH 4H EH 646 6 6 6! 6 OU +CAUTION: Extreme increases in ratio requirements going from denser +| to thinner schedules (e.g., FR 2 to FR 20) can result in ratio strain, in + which case reduce the ratio requirements. +4H fH SH 40 4 4H 4H 4H 45 a +. | Ratio strain: When an abrupt increase in ratio requirements + evokes a decrease in responding, avoidance, and/or aggression. | +3. Move to variable schedules, which produce high rates of response +without a post-reinforcement pause. Variable (VI and VR) schedules +promote maintenance and generalization because they are more +“natural,” and therefore less predictable than fixed schedules. (B.9) +so 4. Program delays to reinforcement, which allow extra time for +caregivers to deliver reinforcement. +CAUTION: If not planned carefully, delays to reinforcement can result +in extinction which may result in a resurgence of challenging +— behavior. (H.5) +4 4 4H 4H 4 45 48 44 45 | + 5. Use instructions (eg., rules, directions, signs) to describe the +schedule of reinforcement. (G.10) +¢ Helpful for making a smooth transition during the thinning process. +¢ When clients understand the schedule, interventions may be more + effective. +. ¢ Only effective with learners who have more advanced verbal +repertoires. +. 6. Program or progress to natural and intrinsic reinforcement. +7. Keep some components of the initial intervention in place (e.g., +os schedule, contingency contract, etc.). +erx 8. High-level fluency promotes maintenance. + p ae la 9. Involve stakeholders in behavior change procedures from the outset +a Sly j to establish reinforcement that is available in the natural environment. +ony (Code, 2.09) +Please Do Not Duplicate 363" +364,"PTB ABA Exam Study Manual Domain G: G.16 - G.17 +RESPONSE «lv Additionally, strategies for programming generalization increase the +MAINTENANCE | likelihood of maintenance, and therefore can be used to program for +(Cont'd) maintenance as well. (G.15) +Example: Program common stimuli, train loosely, mediation, self- +management, intermittent reinforcement, delayed rewards. +oo G.17 Design and evaluate positive and negative punishment (e.g., time-out, +response cost, overcorrection). +| aces G.19 Define and implement positive and negative punishment procedures (e.g,, +a time-out, response cost, overcorrection). +USING PUNISHMENT ¢ Practitioners considering the use of punishment must approach these +pEX 4 procedures with consideration of the ethical guidelines that aim to +Ss minimize harm and maximize effectiveness. (Co¢le 2.18) +Oe ¢ In this section, we discuss the practical application of punishment + oP procedures. In G.18 and H.4 we will address the risks, unwanted effects, +and ethical implications. +CONSIDERATIONS FOR USING PUNISHMENT: + +¢ Immediacy: Punishment should be delivered without any delay +following the target behavior; even small delays can reduce the +effectiveness. + +e Intensity: Higher intensity punishers are more effective at decreasing +behavior; should start at higher intensity and gradually decrease; the +more intense at the onset, the more effective the punishment +procedure; increasing intensity gradually has not proven to be +effective. + +¢ Schedule: Consistent and continuous schedules (e.g., FR 1) are most +effective; intermittent schedules can be effective in some conditions. + +¢ Reinforcement for target behavior: Reinforcement for challenging +target behavior must be eliminated for punishment to be effective. + +¢ Alternative behavior: Punishment is more effective when the target +behavior isn't the only means of contacting reinforcement; most +effective when paired with reinforcement for desired behavior. + +¢ Treatment integrity: Especially important with punishment. + +fence ¢ Quick impact on behavior. +meas, © Ethical implications. +> | * Most aversive +Bie] e Can evoke emotional and elicited effects. +POSITIVE PUNISHMENT SIX POSITIVE PUNISHMENT PROCEDURES: +PROCEDURES 1. Shock/contingent electrical stimulation/ECT: Deliver shock following +the target behavior. +364 © 2012 - 2024, Pass the Big ABA Exam" +365,"PTB ABA Exam Study Manual Domain G: G.17 + +POSITIVE PUNISHMENT 4G 4H 7H 4H 4H 4H 4H 4H 4H 45 + +PROCEDURES CAUTION: This is a very controversial practice with a lot of ethical + +(Cont'd) implications. We are not condoning it; we are merely including it here + +oe because it is a form of positive punishment. + + 6 POSITIVE : 4 4! Wl 4H HE 4H 45 44 4 4&5 + +i + + op, Corboee | 2. Overcorrection: Client is required to engage in an effortful behavior + +; that’s directly related to the challenging behavior. + + hock | © Two types of overcorrection: + +|‘ -vercorrection o Restitutional overcorrection: A type of overcorrection in which, + +_eprimands following a challenging behavior, the client is required to repair the +| ; |-esponse block damage caused by their behavior, and then engage in additional + +| | ontingent exercise | behavior to make the environment better than its original state. + +IRD Example: After Jason spilled water while pouring himself a glass, + (9 © Sesame his mother made him wash the basin and the entire kitchen floor. +° Positive practice overcorrection: A type of overcorrection in which, + following a challenging behavior, the client is required to +repeatedly perform the correct form of the behavior for a certain +amount of time or a certain number of repetitions. + Example: After Jason spilled water all over the floor while pouring +himself a glass of water, his mother made him practice by pouring + water into every glass in the kitchen without spilling. + +3. Reprimands: Negative or corrective feedback (e.g., “No!”, “Stop,” ""Don't +do that,"" etc.) delivered contingent on the occurrence of a target +behavior. Most common form of punishment. + +: A] 4 HE 4H 4H 45 45 45 4 46 +CAUTION: These same reprimands will act as positive reinforcement +for attention-maintained behavior. + +AZ HH 4H 4H 4H 4H 45 44 4 45 + +4. Response blocking: Physically intervening to prevent the response. +Example: Wearing mittens over your hands to prevent nail biting (the + +. mittens physically block the biting behavior). + +| 5. Contingent exercise: A procedure in which the consequence for +challenging behavior is physical exercise. + + Example: Marga’s husband forgot to buy her flowers on their +anniversary, so she told him to “Drop and give me 20.” Push-ups +aren't exactly related to his behavior, but Marga’s husband hates +push-ups and hasn't forgotten the flowers again. + +6. Response interruption and redirection (RIRD): A positive punishment +procedure in which demands or distractions are used to interrupt and + + redirect repetitive, stereotypic, and self-injurious behaviors. +Please Do Not Duplicate 365" +366,"PTB ABA Exam Study Manual Domain G: G.17 +POSITIVE PUNISHMENT ¢ Two variations of RIRD: +PROCEDURES o Motor RIRD: Interrupt and redirect motor behavior/stereotypy. +(Cont‘d) o Vocal RIRD: Interrupt and redirect vocal behavior/stereotypy. +Example: When Teddy engages in excessive and interfering vocal +tics, he’s redirected to singing his favorite songs from Frozen. +NEGATIVE PUNISHMENT +PROCEDURES oe +| TiME-ouT | RESPONSE cost | +_— rd ce ee. | +SECLUTION ; EXCLUSIONARY | NON-EXCLUSIONARY +TIME-OUT TIME-OUT ! TIME-OUT +1. Required retoxaion] I prime in setting | 1. Planned ening | 1 Bonus Response | +a eal LO ee +2. Restrained Time- ; 2. Remova from 2. Withdrawal of 2. Existing Cache +Out “| Time-tIn Setting "" Specific Reinforcer Response Cost +.— a. Half Time-Out 3. Contingent +! a oy ee . F Observation | +— b. Time-Ovt Room antl +a ' 4. Time-Out nbbon | +catabeeoen +_ 5. Partition time-out +oss ss nusnane wun eEaneit Umbrella term: Negative punishment procedures. i +2 NEGATIVE | +PUNISHMENT | TWO NEGATIVE PUNISHMENT PROCEDURES: +PROCEDURES | 1. RESPONSE COST (a.k.a. penalty): +esponse cost ¢ A procedure in which the loss of a specific amount of reinforcement is +ime-out | contingent on the occurrence of a challenging behavior. +swwscneet © Can be combined with other procedures (e.g., reinforcement, group +contingencies, DRA). +366 © 2012 - 2024, Pass the Big ABA Exam" +367,"PTB ABA Exam Study Manual Domain G: G.17 +_ NEGATIVE PUNISHMENT _ Effective use of response cost: +PROCEDURES © Describe/define the rules (which behavior will result in what +(Cont’d) response cost) before administering the procedure. +° Deliver fines immediately and consistently. +o Plan timing and amount of loss; make sure it’s proportional to the +severity of the behavior. +© Set rules for compliance concerns. + + © Loss should be gradual to avoid bankruptcy and ensure enough of +a reinforcer reserve. + +| o Avoid overuse. + +i ro. e An effective least-restrictive punishment procedure; convenient. +: es +* Two variations of response cost: +o Bonus response cost: Additional noncontingent (“free”) reinforcers +ee are made available but removed contingent on challenging + ; 2 TYPES OF } behavior. +| RESPONSECOST | Example: Students usually get 15 minutes of recess daily. But +i ; today, they're told that they can have a bonus 15 minutes, which +| onus , . . +| -xistina cache : can be lost contingent on challenging behavior. +\ | ‘9 J © Existing cache response cost (q.k.«a. direct fine): Challenging +ees IT ST IT™S behavior results in the direct loss of an existing collection of +earned reinforcers. + + Example: A client earned a bag of candy for completing his work +on time. For each occurrence of a challenging behavior, he must +give back a piece. + +2. TIME-OUT FROM POSITIVE REINFORCEMENT (ci. ic.ci. time-out): +e Procedure in which access to specific reinforcers is prohibited for a +period of time following an occurrence of challenging behavior. + +| ¢ Easy to implement, non-exclusionary forms are acceptable, works + +| lee quickly, and can be combined with other programs. + +«fy The name of this procedure is “time-out from positive reinforcement,” +‘| «which means that the time-out is effective only if it removes access + to the maintaining reinforcer. +¢ Effective use of time-out: +| ° Define behavior on which time-out is contingent. + © Set and explain rules. +° Set the duration of time-out and set exit criteria. +o Ensure legal and ethical compliance, permissions, etc. +o Assess program's efficacy. +! . o Set termination criteria. +py ETHICS DEVIL WARNING: A court ruling entitled, Hancock vs. Avery (1969) places + +| < ed limitations on the duration and conditions of time-out procedures. + +Please Do Not Duplicate 367" +368,"PTB ABA Exam Study Manual Domain G: G.17 +NEGATIVE PUNISHMENT 4H 47 AH 4 ff ff iT OF 4H 45 +PROCEDURES CAUTION: Time-out is often misused because it negatively reinforces +(Cont'd) the behavior of the person administering the procedure, and may do +less to decrease future challenging behavior. +4H 40 AH 4H 4H fH {HSE 4H 4&5 + 3 TIME~OUT — '\ THREE VARIATIONS OF TIME-OUT: +PROCEDURES } 1. Seclusion time-out: The client is placed in a time-out room for a +¢ ; ; as + period of time and locked in; most restrictive. +eclusion | + Two types of seclusion time-out: +xclusionary | o Required relaxation: Client is expected to lie down for a period of +on-exclusionary =| time. +ned o Restrained time-out: The client’s movement is suppressed and he +is held in a therapeutic restraint; incredibly restrictive. + +2. Exclusioncry time-out: Immediate removal of the client from the + +reinforcing (time-in) space. +¢ Two types of exclusionary time-out: +° Time-in setting removed: Location does not change. +Example: Time-in is delivered as part of computer-based +learning. Client gets an error screen or the computer turns off. +° Removal from time-in setting: += Time-out room: Client is placed in a minimally furnished, +secure, unlocked, and supervised space, close to the time-in +setting for a period of time, without access to reinforcement. +» Hallway time-out: Client is asked to leave the classroom and +stay in the hallway outside of the room for a period of time. + +3. Non-exclusionary time-out (u.%.u. inclusion time-out): Procedures in +which the client is kept in the time-in space but is not allowed to +participate in time-in activities, or contact reinforcement. + +5 TYPES OF ~ + Five types of non-exclusionary time-out: . +NON-EXCLUSIONARY | ° Planned ignoring: social reinforcers (attention, physical contact) +TIME-OUT : are rernoved for a certain period of time; least aversive. + o Withdrawal of a specific positive reinforcer (u.«.u. withdrawal of +lanned ignoring materials): Something preferred is taken away for a certain period +ithdrawal of of time (e.g, TV off). +reinforcer o Contingent observation: The client is removed from the +bservation instructional setting to another part of the room. They can observe +ibbon the time-in setting, but not participate in the time-in activity. +artition | o Time-out ribbon: A ribbon on a child's wrist signals the availability +~ ss eassesne eee of reinforcement. The removal of the ribbon signifies the loss of +access to reinforcers, but not exclusion from the time-in +environment. +© Partition time-out: The client stays in the room, but their view of +the time in space is restricted by a wall or partition. +368 © 2012 - 2024, Pass the Big ABA Exam" +369,"PTB ABA Exam Study Manual Domain G: G.18 - G.19 +ye tte G.18 Evaluate emotional and elicited effects of behavior-change procedures. +EMOTIONAL AND e While the behavior change procedures that behavior analysts utilize +ELICITED EFFECTS OF are designed to promote positive and socially significant outcomes, +BEHAVIOR-CHANGE there can be negative and unwanted emotional and elicited effects +PROCEDURES as well. +* Surprisingly, these outcomes are equally elicited by reinforcement, +punishment, and extinction. +«fy For the sake of a more organized and cohesive review of this topic, we +| Ke combine TCO Domain G.18 with TCO Domain H.4, where we will detail +the unwanted emotional and elicited effects of behavior-change +procedures. See page 390. +| py G.19 Design and evaluate procedures to promote emergent relations and + . generative performance. +| Geb » GJ Design and evaluate procedures to promote emergent relations and generative +EQUIVALENCE-BASED e A teaching method based on stimulus equivalence in which different +INSTRUCTION (EB!) combinations of taught relations result in other derived relations, +which emerge without additional training. +THINK: Generalization. +¢ The client learns more than what was directly taught, which +maximizes learning outcomes and generalization. +. THINK: A small amount of instruction leads to a lot of unlearned +relations. +Example: Without previous training, being able to generalize stimuli +that are the same or opposites— such as stronger or weaker, louder +or quieter, etc. +: | | Teaching more efficiently and effectively; teaching +pedis? nl lie , . . ‘ . . +Weal ul Wii language skills, number skills, functional skills, etc.; +promoting generative learning. + MATCHING-TO-SAMPLE: +e Ateaching arrangement to promote equivalence and generative + learning. +e A discrete trial training process. +e Arranged in a four-term contingency. +A b C +| ANTECEDENT! —s- ANTECEDENT 2 ___BEHAVIOR CONSEQUENCE +The sample The correct The selection . + stimulus. comparison stimulus. response. Reinforcement. + ABC chart. Equivalence-based instruction. +Please Do Not Duplicate 369" +370,"PTE ABA Exam Study Manual Domain G: G.19 +EQUIVALENCE-BASED ¢ Requires conditional discrimination: The discrimination between the +INSTRUCTION (EBI) comparison stimuli is conditional upon the sample stimulus being +(Cont'd) present during each trial. +THIN: Two antecedent stimuli needed: The sample and the +matching. + +* Generalization occurs when client matches novel stimuli after having + +matched a few comparison stimuli to samples. +oN This is known as generalized identity matching. +[ + +e Generalized matching-to-sample repertoires help to establish +equivalent and non-equivalent relations between various stimulus +classes and events. + +Teaching complex verbal relations (e.g., reading, math); +i. vy. Attending and organization of different stimuli; used in +Wwik UWub pre-academic workbooks to introduce letter and number +discrimination. +( PROCEDURE +1. A visual sample stimulus is presented (e.g., a square). +2. Two or more comparison stimuli are presented (e.g., a square and +a triangle; or a square, a triangle, a circle, and a heart). +3. One comparison stimulus (e.g., square) is identical to a sample +stimulus, while the others are different. +4. The different stimuli are presented as the sample stimulus from +trial to trial. +5. The correct comparison stimulus is conditional on which sample +is present. +6. Consider procedural variations like presenting two sample stimuli +to be matched to one comparative stimulus. +Example: Match a picture of a baby and the spoken word of baby +to the written word of baby. +7. Differentially reinforce different match combinations. +Example: Matching a picture to an identical picture earns an +M&M; or matching a picture to a written word earns a bag of +M&Ms. +«f | Matching-to-sample alone is not enough and should be paired with +| _ reinforcement, modeling, error correction, and prompting procedures. + +THREE TYPES OF MATCHING-TO-SAMPLE PROCEDURES: + +1. Identity matching-to-sample: Sample and comparison stimuli are +physically identical (e.g., matching a picture of a baby to an identical +picture of a baby). + +370 © 2012 - 2024, Pass the Big ABA Exam" +371,"PTB ABA Exam Study Manual Domain G: G.19 + EQUIVALENCE-BASED MATCHING-TO-SAMPLE: IDENTITY +INSTRUCTION (EBI) i eo +. 1 2 3 4 +Sample picture. Comparison Matching behavior. Consequence. +co ner ee rR pictures. +‘ - i we = ism Reinforcement for +| 3 TYPES OF © ee “3 Loe Oe correct AB match. + MATCHING eet beat Seng) She, + ‘ Lae se Os Lae LS est +| identity i} Re fie _— Extinction for +| symbolic us im wey so Ea incorrect match (no + ‘addity : : Bele , ise Bae ae reinforcement). +Mh a , * i mL Reinforcement for +\\ SI | ee correct AB match. +baby ) | N Oe _ Match “baby” ie, Extinction for incorrect +; / BS ote, and Oi mi b, match (no +ae id inate” reinforcement). +| ABC chart: Symbolic matching-to-sample. +3. Oddity matching-to-sample: The correct comparison is the only one + not similar to the entire sample; can be opposite (e.g., matching a +picture of a baby to a picture of a puppy). +. MATCHING TO SAMPLE: ODDITY +A 3 € + 1 2 3 4 + Sample picture. Comparison Matching behavior. Consequence. +pictures. +z Fier b Reinforcement for +. pe ey £y fy q N correct AB match. +iE RS Rag “SE iad +Re Dag ke TS A es +q.. YY &®, $y ey Extinction for incorrect +ee we of) AA) match (no +CL Me reinforcement). +| ABC chart: Oddity matching-to-sample. +Please Do Not Duplicate 371" +372,"PTB ABA Exam Study Manual Domain G: G.19 +EQUIVALENCE-BASED ¢ Amore complex type of conditional discrimination is one in which the +INSTRUCTION (EBI) comparison stimuli are not similar physically to the sample stimulus. +(Cont'd) Example: Auditory-to-visual matching (e.g., receptive labeling) +consists of the presentation of an auditory sample, such as dictated +object narnes, with visual comparisons, such as an array of objects. +STIMULUS EQUIVALENCE ¢ Defined by the emergence of correct responding to untrained and +jo peau Yenc aE, non-reinforced stimulus~stimulus relations, following the training of +4 PARTS OF STIMULUS | some correct stimulus-stimulus relations. +EQUIVALENCE ¢ Derived stimulus relation: A relation that is formed without direct +eflexivity training, indirectly acquired by making comparisons of sameness or + difference, with two or more stimulus relations that were previously +ymmoetry taught +ransitivity Tee vant . 1 . . . . +timulus Example: Without previous training, being able to generalize stimuli +. that are the same or opposites, such as stronger or weaker, louder or +equivalence : . . +; quieter, etc. +Reach Students This | THINS: Generalization. +Spectacularly | ° Requires c minimum of a three-member stimulus class, and the +, demonstration of the following: If A = B, and B = C, then A = C. + +‘| PROCEDURE + +1. Select stimuli: Objects, pictures, sooken words, written words, +numbers, quantities, symbols, etc. + +2. Set predetermined accuracy criteria for each phase. + +3. Choose effective consequences. + +4. Present three different sample stimuli with three comparative +stimuli to lead to nine different relations (e.g,, with A, B, C, we have: +A=A,B=B,C=C,A=B,A=C,B=A,B=C,C=A,C=B). + +5. Client is taught an AB relation between (for example) a word (A) +and an object (B) (e.g., A = B). + +6. Client is then taught a BC relation between the same object (B) +and a different stimulus (C) (e.g., B = C). + +7. Then, there is a test for the emergence of an untrained relation +(e.g., from A = B, and B = C, emerges A = C). + +EMERGENT STIMULUS-STIMULUS RELATIONS: + +1. Reflexivity (u..«,u. generalized identity matching): +« Identity matching-to-sample. SiN &s +e Reflexive stimulus control. toy — ey +¢ Matching two identical stimuli. Vf) ™™ oy + +THIN: Identity matching to sample. (G.6) + +DED AZA Dee) +Graphic: Reflexivity. +372 © 2012 ~ 2024, Pass the Big ABA Exam" +373,"PTB ABA Exam Study Manual Domain G: G.19 +STIMULUS EQUIVALENCE 2. Symmetry (a.k.a. mutual entailment): +(Cont‘d) ¢ A derived relation in which the trained sample and comparison +stimulus are reversed. (If B = A, then A = B and if C = B, then B =C.) + e Stimulus control of stimuli A and B. +(ies Sc eemeeeten a JS \ +fo € A» +A jj WRITTEN WORD: WRITTEN WORD: | mmm 4 J +| ey Baby Baby mm ee +Cc | | a + AOD Nhs cen beumienceassm Mae enue PRD +| Graphic: Symmetry. If A= B, then B= A. +s\ 4 +SUF 8 a B +s ® a J. hie +Wo SS sa +SS 4 +Ss OMe ON +oN A +A Sa § Graphic: Symmetry triangle. + 3. Transitivity (q.ic.a. combinatorial entailment): +e A derived relation that results es +: from the training of two other @ “Ny ee +stimulus-stimulus relations. An Cop mom WRITTEN WORD: +A=BrelationandaB=C *ag/ Baby +relation are taught, and what | ee +emerges is the untrained A = C S"" ifA=B +relation. i peo ou +WRITTEN WORD: | == | SPOKEN WORD: +| { +| Baby | Baby i + Lo Co | +andB=C +ye + SPOKEN WORD: wam wi 2 de) +Baby (ON +: QED +J. ro ‘ / then, C =A. +ee, ‘%, Graphic: Transitivity. +: Oo : c +: i joewseemes UNTRAINED seeeeny +TRANSITIVITY: A=C Graphic: Transitivity triangle. +Please Do Not Duplicate 373" +374,"PTB ABA Exam Study Manual Domain G: G.19 +STIMULUS EQUIVALENCE 4. Stimulus equivalence («.k.a. combined test for equivalence): +(Cont'd) ° FINAL step for stimulus equivalence. +e When every possible relation between the different stimuli has +emerged. +e Client is taught: +Sea +e From which emerges the untaught relations: +Sy BO 6% +x 4 oy G WY +we & /. AR > Q. >, +Be Sy me, Oa, RB, OP +2° 4% v & Ci “DV » +Q: 6 wy +ee =o Wo +e Pee ON +A... BE, 2 +Qoreeeeeees UNTRAINED. oo +coe UNTRAINED oeeeeeeeeeeee +Graphic: Stimulus equivalence triangle. +TRANSITIVITY : A =C +SYMMETRY: C=A +KEY: +(“] Taught-relation (¢, Derived relation +A : | A +if | PICTURE: == WRITTEN: then, | WRITTEN: == PICTURE: +| Baby Baby | | Baby Baby +Fd C PG +If | WRITTEN: = SPOKEN: then, | SPOKEN: WRITTEN: ' +. Baby Baby | | Baby Baby +If PICTURE: = SPOKEN: then, SPOKEN: = PICTURE: | +| Baby Baby Baby Baby +Graphic: Stimulus equivalence ae +<[7 The most important part of equivalence-based learning is the +a . development of an equivalence class. +_ Equivalence class: Consistent responding in the three categories +| of stimulus equivalence: Reflexivity, symmetry, and transitivity, +_ without training or reinforcement history for many symbolic, +' arbitrary, and opposite relations. I +374 © 2012 - 2024, Pass the Big ABA Exam" +375,". PTB ABA Exam Study Manual Domain G: G.19 +RELATIONAL FRAME e A behavior analytic approach to language which aims to connect +THEORY (RFT) and understand the relationship between language and derived + +stimulus relations. + +¢ The theory hypothesizes that learned behavior is acquired through a +combination of stimulus equivalence, naming, understanding, +analogy, metaphor, rule-following, and other verbal behavior. + +e In the course of our lives, we are able to derive many relations known +as frames. + +. | Frame: A stimulus relation between two or more stimuli that | +function within that class. The behavior of making those relational | +connections (e.g., things that are like me, things not like me, good | + +. things, bad things, safe things, dangerous things, large things, | +small things). + +\ THINK: An equivalence class. } +¢ Framing behavior is learned through multiple exemplar training (G.15), +which helps learners make abstract and concrete relationships +between names and pictures, which can be expanded to other +relations without additional training/shaping. +Example: Learning that a baseball is smaller than a basketball is the +formation of ‘smaller than’ as a frame for those two pairs. This can be +generalized to novel pairs as well, such as a cherry is smaller than a +| watermelon and a kayak is smaller than a yacht (derived relations). +oo Miron’ Leaps. Complex human functioning; language skills; +Webs Whi _perspective-taking skills; academics. +: ¢ Symmetry relations: If a soccer ball (A) is If... apn. +smaller than a basketball (B), then a -_ 6 +| basketball (B) is bigger than a soccer ball @ ® { < (’, \ +(A). \ ir Moly ' +¢ Transitivity relations: If a soccer ball (A) is “ +smaller than a basketball (B) and a tennis Then, ; +ball (C) is smaller than a soccer ball (A), Lx “® +then a tennis ball (C) is smaller than a O7/7\\ > @ = +basketball (B). Thad uv io +a“ > \ Graphic: Symmetry relation. +t,! < Ky Graphic: Transitivity relations. +If... 7 ~~ Example: A blue whale is bigger than an +) < @ ® { elephant. An elephant is bigger than a +. \ or” rhino. The trained relations = A blue whale +Then, ys. is bigger than an elephant, and an +Ls elephant is bigger than a rhino. The +] < derived relations = A blue whale is bigger +“uy than a rhino, and a rhino is smaller than a +nn blue whale. +Please Do Not Duplicate 375" +376,"PTB ABA Exam Study Manual Domain G: G.16 +| eer G.16 Develop and implement self-management procedures. +SELF-MANAGEMENT .. +PROCEDURES beet ip Self-management is not part of the BCBA TCO, but it is part of the +me _ BCaBA TCO. We think it may be important for BCBA candidates as +| COOKE well, so don't skip it! +¢ Behavior-analytic procedures in which the target individual controls +some or all aspects of his behavior change procedure. +e Interventions that are designed and used to change one’s own +behavior. +¢ Teaches an individual to engage in a behavior that will promote a +reduction in a challenging behavior and/or an increase in a desired +behavior. +¢ Controlling response: A self-managed behavior that promotes a +behavior change in the target behavior (e.g., reminders, specific +prompts, self-monitoring, etc.). +¢ Controllecl response: The behavior targeted for change in the self- +management protocol. +Example: Setting an alarm is a controlling response that promotes the +target response of waking up on time for work (the controlled +response). +e Self-management means the target behavior is controlled. +Improving life efficiency; breaking habits (e.g., negative +7 -,-. self-talk); forming good habits; working toward difficult or +ww s Ucul long-term goals (e.g., quitting smoking, running a +marathon, getting a professional certification), etc. +CONSIDERATIONS FOR USING SELF~MANAGEMENT: +e The targeted behavior and goal must be clearly defined. +¢ Collect behavior baseline data for goal criteria, and to assess effects +of the procedure. +e Ensure strong contingencies for the desired behavior to compete with +the contingencies that have maintained the challenging behavior. +« A public commitment or accountability partner can strengthen +results. +¢ Consistently evaluate progress to make data-based adjustments as +needed. +FOUR TYPES OF SELF~-MANAGEMENT PROCEDURES: +1. Self-monitoring (u.k.u. self-recording, self-observat'on): +¢ Aself-management procedure that involves recording data on one’s +own behavior. +e Has a positive reactive effect that motivates behavior change. +e¢ Can be paired with feedback and reinforcement for accurate +reporting (by self or others). +376 © 2012 ~ 2024, Pass the Big ABA Exam" +377,"PTB ABA Exam Study Manual Domain G: G.16 +| SELF-MANAGEMENT 2. Self-evaluation (a.k.a. self-assessment): +PROCEDURES ¢ The act of assessing target behavior progress by comparing self- +(Cont'd) monitoring data to a predetermined criterion. +pun eames THINK: Assessing one’s own behavior. +| 4 SELF-MANAGEMENT } 3. Self-administered consequences. +i PROCEDURES ; Procedures that involve providing consequences for increasing or +bo : decreasing one’s own behavior. +| hwonttoring | © Includes self-delivery of reinforcement and punishment, based on +| Evaluation criteria that has been established. +| “-onsequences | 4. Antecedent-based self-management procedures: +| | ontecedents } °¢ Preventative or evocative self-management procedures. +— o Manipulating MOs: Contriving one’s own state of deprivation or +satiation to increase or decrease one’s own behavior (e.g., eating +before grocery shopping). +o Response prompting: Prompting oneself to engage in the desired +| behavior: Any prompt form (e.g,, visual, auditory) that will cue the +correct behavior (eg,., calendar, phone alert, self-talk, finger string, +| to-do list, etc.). +THINK: Self-reminders. + +o Initiating the first step of a behavior chain: The first step acts as + +an S° for the rest of the necessary behaviors to complete the task + +| (e.g., leave lunch by the door so you remember to take it to work, +going to sleep in your workout clothes so that you go to the gym in +the morning). + +° Arranging the environment to prevent behavior: Removing the +environmental variables that evoke and/or maintain the target +behavior (e.g,, turn off cell at night, don’t keep junk food at home). + +© Limiting challenging behavior to restricted conditions: Reducing +the available opportunities for the behavior to occur. (E.g., restrict + +a phone use to work hours only; eat junk food on vacation only; drink +. alcohol at restaurants, not at home; etc.) +| THINK: Conditional discrimination. (G.6) + +o Assigning a specific environment for engaging in a desired +behavior: Creating conditions that will support desired behavior +(e.g., studying in the library, joining a gym). + +o Habit reversal: Identifying the events that precede challenging +behavior and engaging in alternative behaviors instead. + +THINK: Break the behavior chain. Do something else instead. + Example: Instead of calling your ex, call your best friend. Place +| fruit where you used to keep chocolate. +| © Self-instruction: Self-directed verbal instructions (covert or overt) +to (response) prompt desired behaviors (e.g., talking to oneself). + +° Self-directed systematic desensitization: (ci... graduated + +exposure): Substituting a different behavior (e.g., muscle +| relaxation) for the challenging behavior. + +o Massed practice (a.k.a. negative practice): Repeatedly + +engaging in the challenging behavior to incite satiation. +THIN: Overdo it. +Please Do Not Duplicate 377" +378,"PTB ABA Exam Study Manual om, +a, +378 © 2(N2 - 2024, Pass the Big ABA Exam Ne! +oN" +379,"PTB ABA Exam Study Manual Domain G: Review Qs +DOMAIN G: BEHAVIOR-CHANGE PROCEDURES + 1. (G.1) In this type of contingency, reinforcement becomes valuable due to a practitioner +manipulating the learner's environment to create an EO: +2. (G.3) What intervention involves delivering reinforcement on a fixed or variable time +schedule? +| 3. (G12) Which method of assessing task analysis performance could prevent the assessment + of a client's skills on the complete task analysis? + 4. (G1) Functional communication training relies on reinforcement of +behavior. +5. (G.10) Circle the correct option: Rules act as: +. MOs Ss Consequences Prompts +| 6. (G2) in which differential reinforcement procedure is reinforcement delivered if the client + successfully emits zero target behaviors?___— +| 7. (G.6) This type of simple discrimination involves discriminating between two different stimuli +that are presented at different times: +«8. (G.5) Match the interventions to the specific procedures: +1. Contingency-dependent. A. Manipulating SPs. +. 2. Contingency-independent. B. Contriving states of satiation. +C. Contriving states of deprivation. + D. Differential consequences. +E. Manipulating MOs. +F. Decreasing required response effort. +G. Limiting opportunities to emit the challenging behavior. +| 9. (G6) This training method trains an individual to respond in the presence of an $° and not in +the presence of an SA: _ +10. (G.I) Of the two types of shaping methods, in which variation is each successive +approximation a different topography? +li. (G.4) What kind of reinforcers are the tokens used in a token economy system? + 12. (G1) TRUE OR FALSE: According to the Premack Principle, a high probability behavior can be +used to reinforce low probability behavior. +Please Do Not Duplicate 379" +380,"PTB ABA Exam Study Manual Domain G: Review Qs CY +13. (G7) Circle the correct option: A promptis: | An antecedent stimulus -_ +Consequence stimulus Both antecedent and consequence stimulus ~~ +14. (6.6) A conditional discrimination involves a -term contingency. = +15. (G19) If a learner is taught that A = B and B = C, which relation has emerged when they can ~ +demonstrate that A = C? Soe! +16. (G.2) Which differential reinforcement procedure would you use to increase the aa +rate/frequency of a behavior that’s already in the client's repertoire? C) +17. (G.7) Match the prompt type in the left colurnn to the corresponding prompting strategies in C) +the right column: otf +1. Response prompts. A. Position cues. Sw +2. Stimulus prompts. B. Modeling. -_ +C. Verbal instructions. a +D. Redundancy cues. C3 +E. Movement cues. _— +F. Physical guidance. Vo +18. (G.13) Match the correct teaching methodology to its defining features: Co +|. Discrete trial teaching. A. A sequenced instructional routine. oN +2. Free-operant teaching. B. Teachable moments. moe +3. Naturalistic teaching. C. Risk of rote responding. CO) +4. Incidental teaching. D. No trainer-presented S°. _ +5. Pivotal response training. E, Block trial. a +F. Child's initiations are learning opportunities. os, +G. S° for adult attention. ‘cana! +k, Collateral improvements in other areas. _ +19. (G12) What are the four behavior chaining methods? ' 7 ON +and ~ +20. (G.4) Tokens can be exchanged fora menuof____—=_srreinforcers. C) +21. (6.2) Which measurable dimension of behavior should be assessed to determine the initial Ne! +criteria for the spaced-responding DRL and DRH, and the DRO procedures? —__ +22. (G14) Match the group contingency to its defining features: C) +1. Independent. A, Hero procedure. — +2. Dependent. B. Individual earns their own reinforcement. ‘a! +3. Interdependent. C. A few people’s behavior earns the group reinforcernent. .~-~, +D. Whole group must meet criteria. foe +E. One person's behavior earns the group reinforcement. +F. “We're ail in this together.” = +G. “Every person for themself.” i) +H. “We're all counting on you.” ne +380 © 2012 - 2024, Pass the Big ABA Exam =" +381,"C) PTB ABA Exam Study Manual Domain G: Review Qs +CO +oY 23. (G2) Match the differential reinforcement procedure to its defining features: +an 1 DRL A. Increase IRT. +CO) 2. DRA. B. Replacement behavior. +o) 3. DRO. C, Functional communication training. +a 4. DRL. D. Gradually eliminate. +Cy 5. DRH. E. Decrease IRT. +— 6. DRD. F. Decrease response rate. +C) G. Eliminate behavior. +a H. Increase response rate. +CO) I. Omission of behavior. +> J. Incompatible behavior. +Oo 24, (G19) List the three parts of stimulus equivalence: and +CO 25. (G.8) This method for fading stimulus prompts gradually changes the shape of the prompt +C) into the natural $°: +C) 26. (G.2) TRUE or FALSE: A lower response rate is functionally related to a lower interresponse rate. +ein p Y p +CO) 27. (G.3) TRUE or FALSE: Reinforcement in an NCR procedures shouid be functionaily equivalent to +Cy the target behavior. +C “) 28. (G19) This teaching method uses different combinations of taught relations to promote the +O emergence of derived relations without additional training: + im | 29. (G2) Which differential reinforcement procedure would you use you to increase the amount +C) of time between each response? +©) 30. (G17) Which of the negative punishment procedures is often misused to negatively reinforce +Co’ the punishing agent’s behavior? +Neonat +€"") 31. (G19) How many relations can be made with three sample stimuli? +C> 32. (G13) What are the required components of a discrete trial that make up its beginning, +CO) middle, and end? ' rand +Cy 33, (G.9) What kind of models are pictures, icons, photos, videos, or audios that demonstrate +— behavior? +©) +oO 34. (G.6) Asimple discrimination has a -term contingency. +o +CO) +C) +a Please Do Not Duplicate 38]" +382,"PTB ABA Exam Study Manual Domain G: Review Qs _. — +35. (G.15) Match the definition to its corresponding term: ~ +1. Behavior trap. A. Training relevant individuals to maintain a learner's ~~"" + +2. Program common stimuli. newly acquired behavior. C + +3. Train loosely. B. Varying the irrelevant aspects of a training setting. ~~ + +4, Multiple exemplars. C. Teaching clients when/where a certain behavioris | + +5. Mediation. not appropriate. a + +6. Indiscriminable contingencies. D. Training correct responding to multiple samples of =’ + +7. Negative teaching examples. the same or similar stimuli. Ty + +8. General case strategy. E. Teaching all the stimulus and response variations. =~» + +F. Delayed reinforcement. oy + +G. Use stimuli from the natural (generalization) ~ + +setting in training setting. —_ + +H. Bait desired behavior with hard-to-resist — + +reinforcers. + +36. (G16) What is the best way to avoid ratio strain? CL +37. (G17) What are the six positive punishment procedures? Naw! +ee, air CTY + +38. (G.8) Prompt fading means transferring stimulus contro! from the prompt to the = +39. (G18) TRUE or FALSE: Punishment, extinction and reinforcement can all evoke and elicit — +unwanted emotional effects. TY + +40. (G15) Reinforcement on this schedule is contingent on a response being different from a ry +previously reinforced response: — +382 © 2012 - 2024, Pass the Big ABA Exam LS" +383,"PTB ABA Exam Study Manual Domain H +SELECTING AND IMPLEMENTING INTERVENTIONS +_ Hi Develop intervention goals in observable and measurable terms. + +H.2 Identify and recommend interventions based on assessment results, scientific evidence, +client preferences, and contextual fit (e.g., expertise required for implementation, cultural +variables, environmental resources). + +H.3 Select socially valid alternative behavior to be established or increased when a target +behavior is to be decreased. + + H.4 Plan for and attempt to mitigate possible unwanted effects when using reinforcement, +extinction, and punishment procedures. + +H.5 Plan for and attempt to mitigate possible relapse of the target behavior. + +H.6 Make data-based decisions about procedural integrity. + +H.7 Make data-based decisions about the effectiveness of the intervention and the need for +modification. + +_ H8& Collaborate with others to support and enhance client services. +Please Do Not Duplicate 383" +384,"PTB ABA Exam Study Manual Domain H +384 © 2012 - 2024, Pass the Big ABA Exam" +385,"PTB ABA Exam Study Manual Domain H: H.1 +L dsuetiye. H.1 Develop intervention goals in observable and measurable terms. +5 BAY +PeGaBA | _H.1 State intervention goals in observable and measurable terms. +MEASURABLE AND ¢ Goals describe desired behavioral changes. +~ OBSERVABLE ¢ Behavior analysts take presenting concerns and convert them into +_ INTERVENTION GOALS measurable behavioral goals. +* Poses the question: How much does a behavior need to change to + make a meaningful difference in the client’s and stakeholder’s lives? +* Once program goals have been agreed on, specific goal objectives +must be established ahead of program initiation. +e Having set goals can prevent disagreements between those involved + in evaluating a programs effectiveness. +. * Established objective guidelines for continuing and terminating a +treatment. + ¢ Clients and stakeholders should participate in establishing and +approving goal objectives to make sure they are meaningful to them. +a6 ETHICS DEVIL WARNING: Code Standard: 2.09 Involving Clients and Stakeholders: +. Ke}. aa, Behavior analysts make appropriate efforts to involve clients and relevant +ee)” stakeholders throughout the service relationship, including selecting goals, +< X~?s selecting and designing assessments and behavior-change interventions, and += C conducting continual progress monitoring. + + ¢ Goal objectives are the standard against which progress is assessed, + +and should include: + +| ij 6 GOAL OBJECTIVES 1. Target behavior: An operationally defined behavior for decrease + + or elimination; and/or skills for acquisition and improvement. + +|| Warget behavior 2. Specific conditions in which the behavior will occur: The settings, + +“pecific conditions | contexts, surroundings, materials, people, staff, timing, etc. +on-conditions THINK: Generalization. +iastery criteria 3. Specific conditions in which the behavior will NOT occur: +ilaintenance (and) | THINK: Discrimination. +| _—“eneralization 4. Mastery criteria: +; ‘ther Measures o Ameasurable dimension (e.g., rate, frequency, percentage, etc.) +| for reaching a performance expectation, to signify when behavior +change has occurred. +© Arate/count criterion to indicate the length of time (or number of +response opportunities) a behavior is expected to occur at that +criterion before it is considered reliably mastered. + +: 5. Maintenance and generalization criteria: Specify the additional +(natural) conditions under which the mastered behavior must be +tested (e.g, different people, places, settings, activities) to + +— demonstrate maintenance and generalization of the skill. +6. Criteria for other measurable dimensions: For behaviors that + require an additional dimension for mastery, like accuracy, +latency, intensity and topography, etc. +Please Do Not Duplicate 385" +386,"PTE ABA Exam Study Manual Domain H: Hl +MEASURABLE AND OO +OBSERVABLE Example: 7 +INTERVENTION GOALS ° Target behavior: Raising hand. +(Cont'd) ° The specific conditions in which the behavior will occur: + During Instructional time at school, Sunday school, baseball + practice. ! +| o The specific conditions in which the behavior will NOT occur: | +| Free time at school, recess, home. +| o Mastery criteria: 80% of opportunities, across 5 consecutive | + instructional sessions. | + ° Generalization and maintenance criteria: Three classroom +teachers/aides, three academic subjects, three consecutive | +| Sunday school meetings and three baseball practices. | + o Acriteria for other measurable dimensions: N/A. + ° Goal: Darien will raise his hand instead of calling out during | + instructional time only, in at least 80% of opportunities across | +| five consecutive instructional sessions at schools with three | + different classroom teachers/aides, three academic +| subjects, three consecutive Sunday school meetings and +three baseball practices. +| Example: + o Target behavior: Compliance to five simple instructions, (e.g., + come here, sit down, stand-up, line up, stop). + o The specific conditions in which the behavior will occur: +| When specific known adults present instructions at school, at +| home, and in the community (e.g., street, bank, grocery +| store). +| o The specific conditions in which the behavior will NOT occur: | +| When strangers give instructions in any setting. | +| o Mastery criteria: 80% of opportunities. . +| o Rate of criterion: Five consecutive days inhome and school | +| setting. +| eo Generalization and maintenance criteria: Three consecutive +| community outings. +| o Acriteria for other measurable dimensions: With a response + latency of no more than :06 seconds. + © Goal: Neema will comply with five simple instructions, + delivered by familiar adults, within :06 seconds of delivery, in +| 80% of opportunities, across five consecutive school and + home days, and three consecutive community outings. +385 © 2012 - 2024, Pass the Big ABA Exam" +387,"PTB ABA Exam Study Manual! Domain H: H.2 +| fyetayes H.2 Identify and recommend interventions based on assessment results, scientific +oo evidence, client preferences, and contextual fit (e.g., expertise required for +implementation, cultural variables, environmental resources). +oe (Xeshy\° —-H.2 Identify potential interventions based on assessment results and the best +foie es available scientific evidence. + H.3 Develop intervention goals and procedures based on risks and contextual fit +. (e.g, client preferences and values, cultural variables, social validity, environmental +| resources). +RECOMMENDING To make an appropriate recommendation for treatment means + INTERVENTIONS converting assessment results into interventions that are: +¢ Consistent with the assessment results. + ¢ Supported with scientific evidence. + ¢ In alignment with client preferences. +| * A good contextual fit. +ETHICS DEVIL WARNING: Code Standard: 2.14 Selecting, Designing, and + Implementing Behavior-Change Interventions: Behavior analysts select, design, +and implement behavior-change interventions that: (1) are conceptually +. | consistent with behavioral principles; (2) are based on scientific evidence; (3) + aaa Behavior analysts advocate for and educate clients and stakeholders about +Se oP evidence-based assessment and behavior-change intervention procedures. | +a SK They also advocate for the appropriate amount and level of behavioral service += provision and oversight required to meet defined client goals. +e It is a behavior analysts’ ethical responsibility to provide effective +treatment that is based on scientific evidence. +| ETHICS DEVI. WARNING: Code Standard: 2.01 Providing Effective Treatment: Behavior | +| analysts prioritize clients’ rights and needs in service delivery. They provide services| +/ Os that are conceptually consistent with behavioral principles, based on scientific +oy aes : evidence, and designed to maximize desired outcomes for and protect all clients, | +at So Ly stakeholders, supervisees, trainees, and research participants from arm. Behavior | +Oi analysts implement nonbehavioral services with clients only if they have the | +| required education, formal training, and professional credentials to deliver such | +| services. | +3. Consider client preference: +e Inciude clients and stakeholders in selecting interventions. +al, ETHICS DEVIL WARN -NG: Code Standard: 2.09 Involving Clients and Stakeholders: | +(4 ‘CYS . aaa Behavior analysts make appropriate efforts to involve clients and relevant +tee y¥” stakeholders throughout the service relationship, including selecting goals, +) PTB ABA Exam Study Manual Domain H: H.8 +CO COLLABORATING WITH _ 2. Is client safety at risk? Any treatment that will likely cause short- or +oO OTHERS long-term harm to the client (e.g., delays access to empirically- + +~~” (Cont'd) _ _ validated treatments, inappropriate application of aversive stimull). +eC) _ e If risk is determined, address that with the non-behavioral colleague. +_ _@ If unsure about risk, consult with another professional. + +‘7 ) _ © If proposed treatment does not pose a risk, proceed to the next step +a i in the model. + += po + +C) _ 3. Are you familiar with the treatment? + +“ea _ © Conduct literature review. + +C) ~@ Consult with another professional from the other field. + +— _ ¢ Determine if proposed treatment could be helpful. +() | @ Translate proposed treatment into behavioral principles to judge its +a. : potential efficacy. + +CO) _ ® If risks are uncovered, discuss them with the non-behavioral + +or : colleague. + +© _¢ If no risk is identified, move on to the next step. +O _ 4, Is treatment success possible when the non-behavioral treatment +C4 is translated into behavioral principles? + +ro i Example; instead of using a trampoline to reduce repetitive behaviors +C) i prior to instruction, a behavior analytic translation would be: “Create +oy an AO for repetitive behaviors prior to beginning instruction.” + +Me - © If itis determined that treatment may be successful when translated, +OX then it is recommended that no more action is taken. + +— _ @ If itis determined that the treatment will likely not be successful, + +Cc) move on to the next step. + +C) _ 5. Will the treatment negatively interfere with the goals of the client? + +CO e If the proposed treatment does not interfere with the client's goals, + +ca : then it is recommended that no more action is taken. +- _ © If the proposed treatment does interfere with the client's goals, it is +and i recommended that the BCBA assess the extent of interference before +C) : addressing the concern with the non-behavioral colleague. (If the + +~ interference will be minimal, it might not be worth addressing.) Can +C use, yneckis for analyzing proposed treatments (Brodhead MT, + +me : 2015). +QO _ 6. Are the impacts to the client sufficient to justify the possibility of + +Se compromising the professional relationship? +C ‘) _ © If determined the proposed treatment does not have enough + +_ negative impact on the client’s goals, then it is recommended that +Ee) no further action is taken. + +orn _ © Ifitis determined that the negative impacts to the client’s goals are +CD sufficient to justify the possibility of eroding a professional +oO relationship with a non-behavioral colleague, it is recommended that +aed the BCBA addresses the treatment. +C) . +C) +1 Please Do Not Duplicate 409" +410,"PTB ABA Exam Study Manual on +—, +oo"", +410 © 2012 ~ 2024, Pass the Big ABA Exam “omnes +a" +411,"PTB ABA Exam Study Manual Domain H: Review Qs +| DOMAIN H: SELECTING AND IMPLEMENTING INTERVENTIONS +1. (H.6) Define procedural integrity: +meee +2. (H.1) List the six parts of agoal objective; +my ee oN +3. (H.4) List three unwanted effects of extinction: a ind + 4. (H.2) According to Code standard 2.14, what are at least four defining features of behavior +analytic interventions? pe an +5. (H.4) List three unwanted effects of punishment: , ,and +6. (H.6) TRUE or FALSE: Indirect measures are ideal for assessing procedural integrity. +7. (H.2) What are three less intrusive environmental manipulations that can impact behavior +change? ' pand + 8. (H.4) How can behavioral contrast effects be mitigated? +eee +| 9. (H.2) Intervention recommendations should be based on: , + eee aNd +| 10. (H.3) What is the difference between a constructionist approach and an eliminative +approach? +ll. (H.4) List three unwanted effects of reinforcement: we, +and +| 12. (H.6) Procedural integrity is measured using: +13. (H.5) This term is defined as the occurrence of a previously extinguished behavior, after it had +been eliminated in a different environment: +14. (H.7) How do you know when it’s time to discontinue a goal? +eee +Please Do Not Duplicate 4n" +412,"PTB ABA Exam Study Manual Domain H: Review Gs oo +15. (H.8} TRUE or FALSE: Behavior analysts should not collaborate with non-behavioral providers? oN +16. (H.5) This type of relapse is likely when extinction procedures are paired with DRA procedures (_) +and the reinforcement for the alternative response is thinned or discontinued: a +17. (H.4) According to the Code, when is it acceptable to use aversive or punishment Vw +procedures? ee +18. (H.6) What are at least four threats to procedural integrity? , C) +ee IN on, +19. (H.2) TRUE OR FALSE: According to the Code, clients and stakeholders should be included in a +selecting goals, as well as selecting and designing assessments and behavior-change Ne! +interventions. po +20. (H4)An__ sis: can immediate increase in the rate of responding when an oe +extinction procedure is first implemented. _ +21. (H.8) What are the benefits of collaboration? , , _ +eee ET . Sonal +22. (H.5) List four things practitioners can do to mitigate the relapse of target behavior: oe +ee a oN +23. (H.3) What is the difference between functionally-equivalent behavior and alternative C) +behavior? — +24. (H.4) List at least 5 ways to mitigate the unwanted effects of behavioral intervention: oN +ng Fe | IN me +25. (H.8) What are the core competencies for effective collaboration? C) +a, ee EIN LE — +412 © 2012 - 2024, Pass the Big ABA Exam =" +413,"PTB ABA Exam Study Manual Domain | +, (CRO a +PERSONNEL SUPERVISION AND MANAGEMENT +Ld Identify the benefits of using behavior-analytic supervision (e.g., improved client outcomes, +improved staff performance and retention). +1.2 Identify and apply strategies for establishing effective supervisory relationships (e.g., +executing supervisor-supervisee contracts, establishing clear expectations, giving and +| accepting feedback). +3 Identify and implement methods that promote equity in supervision practices. +14 Select supervision goals based on an assessment of the supervisee’s skills, cultural variables, +| and the environment. +16 Identify and apply empirically validated and culturally responsive performance +management procedures (e.g., modeling, practice, feedback, reinforcement, task + clarification, manipulation of response effort). +6 Apply a function-based approach (e.g., performance diagnostics) to assess and +improve supervisee behavior. +. 1.7 Make data-based decisions about the efficacy of supervisory practices. +Please Do Not Duplicate 413" +414,"PTB ABA Excim Study Manual Domain | +- Uf hae ® ! +tty eo PONON Ne +i “ac | +en) Sey +a oe +44 © 2012 - 2024, Pass the Big ABA Exam" +415,". PTB ABA Exam Study Manual Domain | +ER ete : . . : oe +we iP Ethical considerations in supervision +SUPERVISORY « Scope of competence refers to the range of professional activities a +COMPETENCE BCBA supervisor can perform proficiently. + ¢ Areas of competency can include consumer age or life phase, +behavior and skills needing to be addressed, single vs. dual diagnosis, +etc. +¢ BCBA supervisors can only oversee trainees and supervisees who are +practicing within the range of professional activities they themselves +can perform proficiently. +Example: David was the clinical director for a home-based agency. +One of his supervisees was interested in gaining research-based +experience, and had an idea for a study that he wanted David to +oversee. Although David didn’t have any research experience, he +agreed and proceeded to advise and supervise the research, which is +a violation of Code Standard 4.02. +Example: A BCBA has been primarily working with children in early +intervention settings and has developed significant expertise in this +area. The BCBA is asked by their employer to supervise a team +working with adults in a residential setting, which requires different +knowledge and skills, including understanding adult developmental +disabilities, behavior management strategies specific to adults, and +the dynamics of residential care. Accepting this assignment would be +a violation of Code Standard 4.02. +rel ETHICS DEVIL WARNING: Code Standard 4.02: Supervisory Competence: Behavior | +CD» analysts supervise and train others only within their identified scope of +LY competence. They provide supervision only after obtaining knowledge and skills in + ~ Op effective supervisory practices, and they continually evaluate and improve their + — supervisory repertoires through professional development. | +' SUPERVISORY ¢ Behavior analysts must be thoughtful about the number of + VOLUME supervisory activities they take on. +¢ “Appropriate” volume should be based on the availability to provide +. high quality supervision. +¢ Taking on too much volume can result in missing problematic + supervisee behavior, which could result in performance deficits and +ultimately cause harm to consumers. +Please Do Not Duplicate Al5" +416,"PTB ABA Exam Study Manual Domain | +SUPERVISOR Example: Dr. Smith, a BCBA, is currently supervising 10 trainees while +ACCOUNTABILITY managing a full caseload of clients. Due to the high demand for +supervision in her area, Dr. Smith agrees to take on five more +supervisees, despite already feeling overwhelmed with her current +responsibilities. As the number of trainees increases, Dr. Smith begins +to struggle with finding adequate time to provide meaningful and +effective supervision. Supervision meetings become shorter, less +structured, and Dr. Smith often skips critical components like +reviewing behavior plans or providing detailed feedback on clinical +practices. Additionally, Dr. Smith fails to document her self- +assessment of her supervisory capacity and does not communicate +her growing workload to her employer or relevant parties, even +though she is aware that her ability to provide effective supervision is +compromised. + ETHICS DEVIL WARNING: Code Standard 4.03: Supervisory Volume: Behavior analysts + take on only the number of supervisees or trainees that allows them to provide +all, effective supervision and training. They are knowledgeable about and comply +/ “Oy iaq With any relevant requirements (e.g., BACB rules, licensure requirements, funder +RS) KS AD and organization policies). They consider relevant factors (e.g., their current client +< as demands, their current supervisee or trainee caseload, time and logistical +Lf resources) on an ongcing basis, and when deciding to add a supervisee or trainee. +, When behavior analysts determine that they have met their threshold volume for +: providing effective supervision, they document this self-assessment and + communicate the results to their employer or other relevant parties. +e Behavior cinalysts are not only responsible for their own practices, but +are also held accountable for the unethical behavior of their +supervisees and trainees. +Example: A BCBA supervises several individuals who provide direct +services to clients under her supervision. One of her supervisees, John, +is responsible for implementing a behavior intervention plan (BIP) for +a client with severe behavioral challenges. Sarah trusts John to carry +out the plan without closely monitoring his work, as she believes he is +competent enough to handle it independently. Over time, John begins +to deviate from the BIP by making unauthorized modifications to the +intervention strategies. These changes lead to an increase in the +client’s challenging behaviors and a decrease in the overall +effectiveness of the treatment. Additionally, John fails to document +the changes he made, which results in incomplete and inaccurate +records. When the client's parent raises concerns about the +worsening behaviors, Sarah realizes that sne has not been regularly +reviewing John’s implementation of the BIP or providing him with +sufficient gu dance and feedback. She acknowledges that she hasn't +been fully aware of John’s professional activities and didn’t hold +herself accountable for his work. +¢ Knowing the Ethics Code for Behavior Analysts (Code) should be a +targeted competency in supervision. +Al6 © 2012 - 2024, Pass the Big ABA Exam" +417,"PTB ABA Exam Study Manual Domain | +| SUPERVISOR e Supervisors must be clear about their expectations for individuals +ACCOUNTABILITY under their supervision, and that the Code is a targeted competency +(Cont’d) in supervision. +fi a +me ETHICS DEVIL WARNING: Code Standard 4.04: Accountability in Supervision: Behavior +. 4i(- SS. 4, Analysts are accountable for their supervisory practices. They are also +ee accountable for the professional activities (eg., client services, supervision, +a ee training, research activity, public statements) of their supervisees or trainees that + li occur as part of the supervisory relationship. +¢ Behavior analysts are accountable for the retention of supervisory +documentation, which they must hold on to for seven years. They +must also observe BACB rules, licensure laws and organizational +policies for creating, updating, storing, and disposing of supervisory +documentation. +| ETHICS DEVIL WARNING: Code Standard 4.05: Maintaining Supervision | +. | Documentation: Behavior analysts create, update, store, and dispose of +| documentation related to their supervisees or trainees by following all applicable +wall requirements (e.g., BACB rules, licensure requirements, funder and organization +ECF policies), including those relating to confidentiality. They ensure that their +ro, (ay documentation, and the documentation of their supervisees or trainees, is +a Ci accurate and complete. They maintain documentation in a manner that allows for +=] the effective transition of supervisory oversight if necessary. They retain their +supervision documentation for at least seven years, and as otherwise required by | +law and other relevant parties, and instruct their supervisees or trainees to do the + same. +¢ Life happens, and sometimes, a supervisory relationship is interrupted +for reasons not in a supervisor's control. It is expected that supervisors +will do their best to ensure that their supervision commitments will be +fulfilled by another competent supervisor. +[ ETHICS DEVIL WARNING: Code Standard 4.11: Facilitating Continuity of Supervision: +. Ad Behavior analysts minimize interruption or disruption of supervision and make +Gan 4g appropriate and timely efforts to facilitate the continuation of supervision in the + , oa event of planned interruptions (e.g., temporary leave) or unplanned interruptions + Oy (e.g, illness, emergencies). When an interruption or disruption occurs, they +communicate to all relevant parties the steps being taken to facilitate continuity of +supervision. +¢ The supervisor-supervisee relationship establishes a typical +workplace hierarchy, which unfortunately presents opportunities for + misuse or abuse of power. +¢ Coercion occurs when a person in an authority position uses their +power to influence the behavior of those under their power (e.g,, +a, manipulation, sexual coercion, isolation, humiliation, gaslighting). +¢ Coercion is both unethical, and illegal. +Please Do Not Duplicate AI7" +418,"PTE ABA Exam Study Manual Domain t: 1.1 +SUPERVISOR a ae a +ACCOUNTABILITY OSS geg EP MIGS DEWIL WARNING: Code Standard 1.13: Coercive and Exploitative | +(Cont'd) AS ty } Lp Relationships: Behavior analysts do not abuse their power or authority by +a ee coercing or exploiting persons over whom they have authority (eg,., | +eo)” evaluative, supervisory). +Example: After Joan’s supervisor wasn't able to supervise her for an +entire reporting period, she offered to sign off on the hours +retroactively. Joan was uncomfortable and told her supervisor that +this was not necessary because she had plenty of time to get her +completed hours. The supervisor told Joan, “Relax, it's no big deal. | +am signing this and there’s nothing you can do about it.” Joan +accepted the signature and felt terrible about engaging in unethical +behavior. However, she was grateful to have a supervisor when so +many people struggle finding one, and Joan didn’t want to upset her. +RELEVANT CODE In addition to what has already been mentioned, we have connected +STANDARDS FOR relevant standards from the Code throughout this section including: +DOMAIN | Compliance with supervision requirement; providing supervision and +training; incorporating and addressing diversity; performance +monitoring and feedback; delegation of tasks; evaluating the effects of +supervision; and appropriately terminating supervision. +oa L.1 Identify the benefits of using behavior-analytic supervision (e.g., improved + client outcomes, improved staff performance and retention). +judy. 1 Use behavior-analytic supervision practices and state the potential risks of +~~ ineffective supervision (e.g., poor client outcomes, impaired job satisfaction, +employee turnover). +BEHAVIOR-ANALYTIC The quality of supervision has a direct, significant impact on the +SUPERVISION WORKS! supervisee’s performance, and therefore, the quality of services provided +to clients. +BENEFITS OF EVIDENCE-BASED BEHAVIOR-ANALYTIC SUPERVISION: +¢ Proficient staff performance: Job responsibilities and expectations are +clearly defined, staff are well trained, work activities are routinely +monitored, and staff are actively supported. +« Job enjoyment: Promotes competent staff, and when staff are +competent, they enjoy their jobs. +¢ Motivated staff: Staff are motivated to perform their jobs proficiently +on a day-to-day basis and less likely to experience “burnout”, fewer +cancellations, less tardiness, and lower rates of staff turnover. +¢ Positive work environment: Routine positive feedback enhances day- +to-day work enjoyment; promotes positive interactions between staff +and families. +e Job acceptance: When staff understand the rationale behind their job +tasks, they are more likely to feel good about their work. +As © 2012 - 2024, Pass the Big ABA Exam" +419,"PTB ABA Exam Study Manual Domain I: 1.1 - 1.2 +: BEHAVIOR-ANALYTIC ¢ Positive clinical outcomes: Staff performance is directly linked to + +SUPERVISION WORKS! client outcomes. + +(Cont'd) ¢ Well-informed supervisors: Routine monitoring maintains supervisors’ +awareness of day-to-day concerns (e,g,, staff skill deficits, resource +and time deficits, etc.). + +¢ Positive supervisory experience: Satisfied staff who enjoy their jobs = +happy supervisor; supervisor is and feels appreciated. +¢ Fewer concerns: Fewer instances of problematic performance, and it’s +easier to make corrections when problems do arise. +Heippy Humility +Competent ST/AFIF CULTURAL competence +| Motivated! Responsiveness +| [ry ey TAS | | oo! Ey Vo “i Le, Sy bles +po Deo TA | CCST TLATNER al pec nad fins +a Wlecotits fel Willi nD a aie sink: re +| Poceletiinotk Accountelle supervisors +Fewer ethical violations ee + Hee EN ILM hts dich agi: +L fbaedsyee |.2 Identify and apply strategies for establishing effective supervisory +pe relationships (e.g., executing supervisor-supervisee contracts, establishing clear +| expectations, giving and accepting feedback). + f BCaBA .2 Identify and apply strategies for establishing and maintaining effective +ae supervisory relationships (e.g., active listening, providing reinforcement, reciprocal +: feedback). +| ESTABLISHING AN EFFECTIVE SUPERVISOR-TRAINEE RELATIONSHIP: + EFFECTIVE ¢ Takes a structured approach to supervision. +SUPERVISORY © Have a complete list/curriculum of all topics that need to be +RELATIONSHIPS covered (including and going beyond the TCO). +| ° Have a systematic strategy for hitting all items, allowing multiple +opportunities for discussion, modeling, practice, and feedback. +o Use pre- and post-assessments to measure progress. +¢ Describes specific content and competencies. +¢ Evaluates the effects of supervision. +¢ Incorporates ethics and professional development. + ¢ Continues post-certification. +* Serves as a positive model for the trainee’s future behavior as a + supervisor. +ESTABLISHING THE SUPERVISORY RELATIONSHIP REQUIRES: +¢ A supervisor who is an active BCBA certificant, has completed the 8- +hour supervision training, and is current on supervision CEUs. +. ¢ A first-year BCBA needs a qualified consulting supervisor. +¢ A trainee who has started qualified behavior-analytic coursework. +Please Do Not Duplicate AN9" +420,"PTB ABA Exam Study Manual Domain f 1.2 +ESTABLISHING , There is some confusion about the use of | . +“experience hours’ vs.""supervisionhours” 5 +For us, these phrases refer to the accrual pe +of hours for pre certificants and we use Ligpea 7S +the phrases interchangeably. a +e The contract should include: +° An explanation of its purpose. +o A description of the specific professional +development activities to be completed by +the supervisor and trainee. +o Perforrnance and evaluation criteria as well as conditions for +signing off on hours. +o Terms for a continued supervisory relationship. +° Terms for termination of the supervisory relationship. +o A description of consequences for failure to adhere to contract +terms. + +¢ Can prevent future confusion about responsibilities and expectations. + +e« The BACB® website offers several sample contracts to use as a +template. Use those! + +¢ Both parties should consider legal support to review the contract. + +ESTABLISHING CLEAR EXPECTATIONS: + +* At the onset of the relationship, set clearly defined trainee +performance expectations. + +* Trainees need to know the expectations to be able to meet them (e.g, +note-taking, deadlines for assigned activities, managing tracking +experience and supervision hours, etc.). + +420 © 2012 - 2024, Pass the Big ABA Exam" +421,". PTB ABA Exam Study Manual Domain I: 1.2 +ESTABLISHING e Enables supervisor to effectively assess performance. + EFFECTIVE ¢ Trainee can also communicate their expectations for the supervision +SUPERVISORY experience. +_ + RELATIONSHIPS +(Cont‘d) GIVING AND ACCEPTING FEEDBACK: ams +| ¢ Establish a feedback process as part of the iden +relationship and prepare the trainee for a +positive and constructive feedback experience. tdbigiace +| ¢ Feedback should be both positive (point out yo eo +performances that met expectations), and eh: +| constructive (those that did not), as well as the anaes +necessary actions to make improvements. CET +a ¢ Set expectations for accepting feedback (e.g., specific behaviors like +taking notes, restating feedback, seeking examples or clarification). +CREATING A COMMITTED AND POSITIVE RELATIONSHIP: +* Communicate your commitment to create a positive learning +. environment for the trainee to grow. + * Be sincere, caring, and pleasant to be around, offering frequent praise. +* Behave professionally (e.g., be on time to meetings, timely delivery of +materials and resources when promised, keep your word, share +valuable resources, etc.). +oe mag PHICS DEVIL WARNING: Code Standard 2.02: Timeliness: Behavior analysts deliver +ae W services and carry out necessary service~related administrative responsibilities in +x GL a timely manner. +- Orr J + ¢ Although the concept of timeliness is subjective, it is important to +emphasize that the impact of delays and hold-ups, does not only +. create challenges for colleagues and administrators, it can be +harmful to the individuals we serve. +Example: Emma, a BCBA, is responsible for conducting functional +behavior assessments (FBAs) and developing behavior intervention +plans (BIPs) for a school district. She receives a referral to assess a +. student who has been exhibiting aggressive behavior in the +classroom, which is causing significant disruption to the learning + environment. Due to her busy schedule, Emma delays scheduling the +FBA for several weeks, prioritizing other tasks she deems more urgent. +During this time, the student’s aggressive behaviors escalate, leading +to increased risk to the student and others, as well as additional stress + for the teacher and classmates. When Emma finally completes the +. FBA and develops the BIP, the situation has worsened to the point that +the school is considering more restrictive interventions, such as + suspension or placement in a specialized program. Although Emma +eventually completes the necessary tasks, her delay in addressing the + referral had a significant negative impact on the student, the +classroom environment, and the school’s ability to provide +appropriate support in a timely manner. +Please Do Not Duplicate 421" +422,"PTE ABA Excim Study Manual Domain I: 1.2 - 13 +ESTABLISHING Emma violated Code Standard 2.02 by failing to deliver services and +EFFECTIVE carry out her service-related responsibilities in a timely manner. Her +SUPERVISORY delay in conducting the FBA and developing the BIP allowed the +RELATIONSHIPS student’s behavior to escalate, resulting in adverse outcomes that +(Cont’d) could have been mitigated with more prompt action. While Emma +may have believed she was managing her workload effectively, the +delay in responding to a critical situation demonstrated a lack of +timeliness in her professional responsibilities. +nyt 1.3 Identify and implement methods that promote equity in supervision practices. +| heeds 3 Identify and implement nethods that promote equity in supervision practices. +EQUITY IN SUPERVISION ~—e Equity mears fairness and justice. +PRACTICES * In supervision, promoting equity _* “8 Pe +involves supporting the diverse N fo ee oe oo +needs of supervisees, in orderto Jgp@ ° 77. A +Soy 44 ; ie Fed = +equalize tne supervisory “— A Saat +experience regardless of gender, gv i CBs al +race, nationality, gender identity, @¥ 4 i +; i Wh ery +gender expression, personal or Ae == +social circumstances, or socio- . cs “Tt . r +economic backgrounds. = J , i +| ETHICS DEVIL WARNING: Code Standard 1.08 Nondiscrimination: Behavior analysts +prs do not discriminate against others. They behave toward others in an equitable | +or and inclusive manner regardless of age, disability, ethnicity, gender | +2 WY expression/identity, immigration status, marital/relationship status, national origin, | +On race, religion, sexucil orientation, socioeconomic status, or any other basis +| proscribed by law. ' +Ne ‘ +CONSIDERATIONS FOR PROMOTING EQUITY IN SUPERVISION: + +¢ Recognize and address power dynamics. + +¢ Identify and dismantle biases and subsequent inequities. + +e Create a level playing field where access to growth, advancement, +support, supportive feedback, and so on are individualized to the +specific diverse needs of each individual. + +e Diverse supervisees should be empowered with the tools they need to +equitably participate in professional development, share experiences, +and contribute freely regardless of their background or +circumstances. + +e Address the complexities of intersectionality (the ways in which race, +gender, sexuality, disability, and other identities intersect) to create a +fully inclusive environment. + +422 © 2012 - 2024, Pass the Big ABA Exam" +423,"PTB ABA Exam Study Manual Domain I: 1.3 - 14 +EQUITY IN SUPERVISION ¢ Individualizing the supervisory practice for specific backgrounds and +PRACTICES needs, and acknowledging and validating unique histories and +. (Cont‘d) experiences, promotes a sense of belonging, inclusivity, and equity in +their supervisory experience. +| * Take steps to create an environment where all people feel safe to +share their unique experiences and differing needs. +¢ Keep an open communication channel, which includes regular check- + ins, an open-door policy, established trust and confidentiality, and +seeking help is normalized. +¢ Model behavior that emphasizes your commitment to promoting +. equity and respecting diversity. +Example: Jessica, a BCBA, runs a clinic that provides behavior- + analytic services to a diverse population. She is committed to +creating an inclusive and equitable environment for both her clients + and staff. When hiring new employees, Jessica ensures that her hiring +practices are free from bias by implementing a structured interview + process that focuses on the candidate’s qualifications and +experience, rather than personal characteristics such as gender, race, +or socioeconomic status. Additionally, Jessica takes proactive steps +. to ensure that all clients feel welcomed and respected at her clinic. +She provides cultural responsiveness training for her staff, + emphasizing the importance of understanding and respecting the +diverse backgrounds and identities of their clients. Jessica also + adapts treatment plans to meet the unique needs of each client, . +. considering factors like cultural practices, language preferences, and +| accessibility requirements. For instance, when working with a client +from a different cultural background, Jessica consults with cultural +experts to ensure that the interventions are culturally appropriate and +effective. She also creates an environment where clients and their +families feel comfortable expressing their needs and preferences, +knowing they will be met with respect and understanding. In all her +professional interactions, Jessica is mindful of her language and +behavior, ensuring that she treats everyone — clients, families, +colleagues, and employees — with equity, respect, and inclusivity, +regardless of their background or personal characteristics. +| sachayy I.4 Select supervision goals based on an assessment of the supervisee’s skills, +cultural variables, and the environment. +PeGaEAw 5 Select supervision goals based on an assessment of the supervisee’s skills. +oe |.4 Establish clear performance expectations for the supervisor and supervisee. +SUPERVISEE SKILL ¢ Before starting the training process, a supervisee’s knowledge and +ASSESSMENT skill level are assessed. +¢ A combination of performance and skill assessments are used to +assess and identify the skills and corresponding TCO items the + supervisee currently possesses, and the ones that will need to be +established during the supervisory relationship. +Please Do Not Duplicate 423" +424,"PTB ABA Exam Study Manual Domain |: 1.4 +SUPERVISEE SKILL e Baseline data is collected to monitor progress and to assess +ASSESSMENT supervisor effectiveness. (1.7) + +(Cont’d) + +1. Identify the supervisee’s current or assigned role responsibilities +and the corresponding TCO items for those tasks: Because these +skills are irnmediately Cor will soon be) needed for the supervisee’s +current position, there will be many opportunities to teach and +practice in the natural environment. (Teachable moments!) + +Thine: What do | need to learn to do this job? (e.g., IOA, ABC analysis, +preference assessments, writing behavior plans, etc.). + +2. Supervisee self-assessment: The Supervisee is asked to self-report +(rate) their own skill and comfort level for each identified job +responsibility/TCO item. + +e The self-assessment detects a supervisee’s self-awareness/ +confidence, communication skills, and perceived priorities; all of this +gives the supervisor insight for creating initial training goals. + +e¢ Can be problematic if the supervisee under- or overestimates their +current skill level. + +3. Verification of supervisee’s self-assessment rating: The process of +verifying the supervisee’s assessment depends on the specific skill +and availcible resources. + +¢ Permanent product review: If the supervisee has a portfolio of past +work, this can be used to evaluate relevant TCO items without +observation (e.g., writing goals, behavior plans, reports; creating +teaching stimuli, etc.). + +40 40 4H 4H 4H fH Hl 4H 4H 45 +CAUTION: Be sure that the portfolio items are recent and +representative of the supervisee’s current abilities. + +4 (40 4 4H 4H 44 ({H @H 48 &f + +e Review discussion-based competencies (verbal skills): Quizzes and +interviews can be used to assess the supervisee’s ability to define +and explain specific terms, give examples and non-examples, and +evaluate scenarios. + +e Review performance-based competence: The supervisor observes +the supervisee perform (in-vivo) or role play the specific job-related +TCO tasks that can only be assessed through observation (e.g., +collecting data, implementing an intervention, teaching a skill, +delivering parent consultation, etc.). + +4. Assessment results discussion: The supervisor and supervisee +discuss the assessment results, to choose the first skills to focus on +and establish goal criteria. + +Example: The assessment results showed that Tarin is not competent + +in conducting discrete trial training. This is a protocol that is used + +with several of her clients, therefore DTT will be one her first targets. +424 © 2012 - 2024, Pass the Big ABA Exam" +425,"PTB ABA Exam Study Manual Domain I: 1.4 ~ 1.5 +SELECTING e Goal selection is based on the results of a supervisee’s skill +SUPERVISION GOALS assessment first and foremost. +o What areas need improvement, and what they need to learn + before they can begin practicing as a BCBA? +e The needs of the organization must be prioritized. +o How soon does the supervisee needs to implement specific skills, +and what is the expected amount of time it may take to learn +| certain skills? +o A focus on job tasks ensures in-vivo practice opportunities. +‘iat) It is the supervisor's ethical responsibility not to assign + ~*< supervisees or trainees a specific job with actual clients, until the +supervisee can competently perform (practice) the skill. +rel ETHICS DEVIL WARNING: Code Standard 4.09 Delegation of Tasks: Behavior analysts | +| GoD» pp delegate tasks to their supervisees or trainees only after confirming that they can + Ve iP competently perform the tasks and that the delegation complies with applicable +"" Op requirements (e.g., BACB rules, licensure requirements, funder and organization +[ policies). + ¢ Ideally goals are based on an individual's abilities rather than generic +goals assigned to a group of trainees. +| A OE HE 6A 6 6 hCG hu! 6 +. CAUTION: Supervision should not include training skills that aren’t part +of the organization's practice (e.g., if there are no DTT practice +opportunities for staff working in adult group homes, then this can’t +be a supervision goal for supervisees). +4B E HH EH HE 4H 44 4 44 45 +¢ Short-and long-term goals are established based on TCO/job skills, + the supervisee’s overall progress and the more immediate needs of +the organization. +| (eked sins 1.5 Identify and apply empirically validated and culturally responsive +a performance management procedures (e.g., modeling, practice, feedback, +Oo reinforcement, task clarification, manipulation of response effort). +| | DXeELYA | |.7 Identify and apply empirically validated and culturally responsive performance +es management procedures (e.g., modeling, practice, feedback, reinforcement, task + clarification, manipulation of response effort). +~ EVIDENCE-BASED « Uses a systematic protocol, comprised of a comprehensive set of +SUPERVISION evidence-based strategies, to help supervisors promote high-quality +work among human service staff. + * Most proven method for effectively impacting staff performance and +| enjoyment on a consistent basis. +e Used to improve and maintain staff performance. +e Successful supervision is an active process that requires consistent +time and effort. +Please Do Not Duplicate 425" +426,"PTB ABA Excim Study Manual Domain I: 1.5 +EVIDENCE-BASED +SUPERVISION | ie +(Cont'd) | The Cocle’s definition of supervisee: Any individual whose | +| behavioral service delivery is overseen by a behavior analyst +_ within the context of a defined, agreed-upon relationship. +| Supervisees may include RBT®s, BCaBA®s, and BCBA®s, as well as +| other professionals carrying out supervised behavioral services. ] +PROTOCOL FOR EVIDENCE-BASED SUPERVISION +7 SUPERVISION STEPS | STEP 1: Identify desired client outcomes. +dentify | | . . oo +pecify 1 | STEP 2: Specify what staff must do for the client to attain desired +rain i outcome. +onitor 1 | +upport — 3: Train staff in the performance skills specified in Step 2. +orrect 1 | ""(Behavior skills training). +valuate J +eee STEP 4: Monitor staff performance. +|STEP 5: Support proficient staff performance. +| +|STEP 6: Correct non-proficient staff performance. +| STEP 7: Continuously evaluate staff performance and client outcomes. +Table: Protocol for eviclence-based supervision === —SSS~S~S~S a +al / ETHICS DEVIL WARNING: Code Standard 4.06: Providing Supervision and Training: . +(ES Behavior analysts deliver supervision and training in compliance with applicable +4 v4) requirements (e.g., BACB rules, licensure requirements, funder and organization +ae policies). They design and implement supervision and training procedures that + are evidence based, focus on positive reinforcement, and are individualized for { +| each supervisee or trainee and their circumstances. : +EVIDENCE-BASED e Important step since main objective is to help clients achieve desired +SUPERVISION STEP 1: outcomes. +IDENTIFY DESIRED e Desired outcomes are reflected in specific behavioral objectives that +CLIENT OUTCOMES must be met in order to meet the overall goals. + +e The quality of supervision has a lot to do with consumers attaining +desired outcomes (e.g., designated skills and knowledge, living safely, +increased independence in daily functioning, continued and +productive employment, etc.). + +426 © 2012 - 2024, Pass the Big ABA Exam" +427,"PTB ABA Exam Study Manual Domain |: 1.5 +EVIDENCE-BASED ¢ A description of directly observable expected behavior. +SUPERVISION STEP 2: THINK: Operational definitions. (C.1) +~ SPECIFY WHAT STAFF e Focus on those areas of staff work performance that directly impact +MUST DO FOR CLIENT a client meeting their goals. +TO ATTAIN DESIRED e For skill acquisition goals, provide a description of how, and how +- . OUTCOME often, staff should carry out teaching programs. +e If for behavior prevention or reduction, describe how staff should + interact with client and implement formal behavior support plans. +e Describe the relevant areas of staff performance that can impact +client progress (eg,, timeliness, using natural learning opportunities, +| DTT). +«fi. Include staff in identifying and defining their expected behavior. +‘Can (Making the process collaborative promotes staff enjoyment.) +EVIDENCE-BASED ¢ The third step in evidence-based supervision (the skill training part) +SUPERVISION STEP 3: relies on an empirically validated, performance- and competency- +TRAIN STAFF IN THE based approach for staff training, called behavior skills training (BST). +PERFORMANCE SKILLS ° The steps of BST continue until competence is demonstrated on the +SPECIFIED IN STEP 2 job. +* Although BST takes more time than video- and verbal-based training, + BST is more efficient and engaging. +THIN: Talking and practicing is better than listening to a boring +lecture. +¢ Staff enjoy training and are less likely to get bored because there is +less talk and more fun participation. +e Enhances appreciation and respect for the supervisor (e.g., supervisor +is invested, caring, and has demonstrated competence). +BEHAVIOR SKILLS TRAINING STEPS (BST): + «ly. BST is typically described as a 5-step process. However, for our +| ‘ZjX. Purposes, we split step 4 into two steps, separating training and +feedback, Therefore, our description has 6 steps. +es 1. DESCRIBE skills to be trained: +| | 6 BST STEPS | ¢ Organize performance responsibilities into specific work +| oescribe behaviors/job duties. +| written ; © Describe each work behavior that is being trained in full detail. +wodel | © Supplement with a performance checklist for more complex +“ractice behaviors or if helpful. +eedback | ¢ Provide rationale for why the skills are being trained. +vepeat | ° Promotes staff acceptance and willingness to perform the target +a skills. +2. Provide WRITTEN summary of skills to be trained: +¢ Written summary should be succinct, and include information +pertaining only to what staff must do to complete the skill. +Please Do Not Duplicate 427" +428,"PTB ABA Exam Study Manual Domain |: 1.5 +EVIDENCE-BASED o Reduces response effort associated with reading through a +SUPERVISION STEP 3: comprehensive support plan. (The full plan can be available for +TRAIN STAFF IN THE reference in central location.) +PERFORMANCE SKILLS ¢ Some learn better from reading how to do a job task than hearing it +SPECIFIED IN STEP 2 described (e.g., repetition and multi-modal instruction). +(Cont'd) ¢ The summary acts as a permanent reminder for how to perform the +task. (Staff can review the summary at any time they feel uncertain.) +e Reduces response effort to access information, which increases +likelinood that staff will review the skill, vs. if they have to go elsewhere +for information. +¢ Checklist can be included at this stage. (This will encourage self- +monitoring cnd independence.) +3. MODEL the target skills: +e Supervisor demonstrates how to perform the skills. +¢ Skills can be demonstrated in vivo, performing skill at the actual +worksite, or using a roleplay. +e In arole play, the supervisor plays the part of a staff person, and +another trained individual plays the part of a client. +e Supervisor carefully demonstrates the target skills as they are +described on the written summary. +48 4 TF 4H HT HH 4H 4H 4H 4H +CAUTION: Supervisors should avoid situations in which they are +expected to train staff on skills that they themselves do not have. +Supervisor must know how to accurately perform the task that is +being taught to the staff. (If this is not the case, steps must be taken +to ensure that supervisor is also trained.) Untrained supervisors can +lose the confidence and respect of their supervisees. +487 4 4H 4H ff ff ii OH 4H 45 +4. Have staff PRACTICE performing the target skills: +¢ Immediately after the skill has been demonstrated, staff should be +required to demonstrate the skills themselves. +e When possible, have each staff person perform skills competently at +least twice during separate role plays. +e If the supervisor demonstrated the skill via role play, then staff should +also perform the task in a role play. +e If the supervisor demonstrated the skill in vivo, then staff should also +perform the skills in the actual work site. +e Supervisors must promote enjoyment and ease with role plays, +especially when staff feel awkward or uncomfortable. +e Explain that it is common to feel uneasy at first, and that it will +become move comfortable. +THING Acknowledge and normalize their anxiety. +* During the staff practice, the supervisor should be observing to +provide specific feedback. +e The better tre role plays, the better the job performance. +428 © 2012 - 2024, Pass the Big ABA Exam" +429,"PTB ABA Exam Study Manual Domain I: 1.5 +EVIDENCE-BASED 5. Provide FEEDBACK: + +SUPERVISION STEP 3: ¢ Supervisor informs staff what skills they performed accurately and/or +TRAIN STAFF IN THE inaccurately. + +_ PERFORMANCE SKILLS ¢ For target skills performed incorrectly, the supervisor provides specific +SPECIFIED IN STEP 2 information on what needs to be done differently to perform the skills +(Cont'd) correctly. + +6. REPEAT 4 and 5 until competency is demonstrated: + +¢ Skills that were trained in role-plays, must be observed in the regular +job setting. + +THINK: Generalization to the actual job. + +¢ On-the-job observations should be followed by feedback. + +e When staff perform the target skills proficiently during their regular +work context, the skill has been demonstrated, but the supervisor's job +is not yet complete. + +EVIDENCE-BASED e Once the supervisee has completed successful training they can start +SUPERVISION STEP 4: practicing the new skills with clients while being monitored and +MONITOR STAFF supported by their supervisor. + PERFORMANCE ¢ Ongoing objective and systematic monitoring and evaluation of staff’s + day-to-day work behavior. +| e Method to attain up-to-date, accurate, information on the quality of +staff performance (e.g., procedural integrity; needs for improvement, +support, or maintenance; effectiveness of training). + +e Involves monitoring and then reviewing results, to see if supervisory + +actions have had the desired impact on staff behavior. + TWO TYPES OF PERFORMANCE MONITORING: +1. Formal monitoring: +e Supervisor visits work site for sole purpose of performance monitoring. +— _ When staff are working on a new skill, following + devig 4 Wijy, COrrective action, or there is concern about + "" performance. +| { PROCEDURE +| 1. Plan observation periods at a set time and with a specific agenda. +e Observation focused on a specified area of performance. +¢ Staff are informed about what will be monitored and why, but not +always given the time or day. (This increases staff acceptability.) +2. Supervisors, entering the workplace to monitor should be friendly +and greet all staff present. (This increases staff acceptability.) +| ¢ Monitoring is discontinued if there is a harmful or embarrassing +situation. +3. Data regarding the quality of performance is collected using +. prepared monitoring forms, checklists, or activity schedules +(paper or digital). +Please Do Not Duplicate 429" +430,"PTB ABA Exar Study Manual Domain : 1.5 +EVIDENCE-BASED 4, End observation by acknowledging staff before leaving. (This +SUPERVISION STEP 4: increases staff acceptability.) +MONITOR STAFF 5S. Feedback is delivered soon after monitoring. +PERFORMANCE | | nn On UO l,l +(cont'd) CAUTION: Staff reactivity is expected in this type of monitoring and +can be offset by: +¢ Monitoring frequently. +e Monitoring immediately upon entering workplace. +e Unexpected “return” monitoring sessions. (E.g., within 10-20 +minutes of formal visit.) +e Formally monitoring on a generally unpredictable schedule. +e Covert monitoring. Not recommended unless there is evidence of +unacceptable behavior (e.g., abuse, neglect, theft). +4 JW AH AH OEE 6 6h 6 6 lO +2. Informal monitoring: Typically a quick, unplanned observation when +the supervisor is onsite for another reason. + +(( PROCEDURE + +1. No formal or planned data collection; the supervisor may make +mental notes of what was observed. + +2. If staff performance needs improvement, supervisor provides +immediate feedback and/or schedules a visit for formal +monitoring. + +3. If staff is doing well, supervisor provides positive feedback. + +4. Should occur frequently to establish supervisor visibility, which +looks good to staff and minimizes reactivity during formal +monitoring visits. + +EVIDENCE-BASED e Supportive supervisors actively provide information about the quality +SUPERVISION STEP 5: of specific work tasks, detailing what was performed correctly and/or +SUPPORT PROFICIENT incorrectly. +STAFF PERFORMANCE e Should be delivered immediately after performance is observed, to +enhance acceptance of monitoring. +¢ Positive supportive feedback: Feedback that is delivered with +approval or praise for proficient work performance. +¢ Supportive supervision (that acknowledges good work) promotes +work enjoyment and good feelings, which produce motivated staff +who continue to perform proficiently. Think: Staff retention. +e Staff motivation and enjoyment can be fragile with demanding jobs +(e.g., frequent physical demands and safety concerns, unpleasant +responsibilities, emotionally draining, burn-out, etc.). +e Providing sincere positive feedback is an essential supervisory skill. +«{, When supervision mostly includes negative or punitive action with a +OG ~ focus on problem staff, work enjoyment and motivaticn decreases, +| staff do what is needed to avoid criticism, and there is high turnover. +430 © 2012 - 2024, Pass the Big ABA Exam" +431,"Cy PTB ABA Exam Study Manual Domain I: 1.5 +C) +() EVIDENCE-BASED «USE REINFORCEMENT SYSTEMS: +oO SUPERVISION STEP 5: == e_ Reinforcement works (and not just with clients)! +sow SUPPORT PROFICIENT ——« Effective reinforcers increase desired work behavior. +CY STAFF PERFORMANCE —_—se_ Proficient and ethical staff behavior (e.g., consistent data collection, +~~"" (Cont'd) | procedural fidelity, timeliness, attendance, etc.) should be +C) | maintained and/or increased. +on _ © Conduct preference assessments on a regular basis, with a variety +CO of moderate~ to high-preferred reinforcers and incentives offered. +- _ © The stimuli that actually act as reinforcement can only be identified +Se : by the recipient, so getting the scoop on staff preferences is a +C) behavior-analytic way to go! +—~ _ © Ask staff what kind of reinforcers they would appreciate. Give them +©) _ some reasonable choices (e.g, gift cards, staff lunch, privileges, days +on off, schedule changes, company swag, etc.), and see how people +Cc) : respond both collectively and individually. +O _ THINK: Asking preference assessment. +Sa _ ¢ Intrinsic reinforcement is the best kind, and most people working in +Cy ABA are probably very motivated by helping people and seeing their +sone j progress. Supportive supervision builds on that intrinsic stuff and +C) hopefully inspires staff to care about their jobs, so that doing a good +- ‘ job is motivating and reinforcing. +€) | ¢ Know your team. A shy member of the team may not want public +os i praise; a person who keeps kosher may not appreciate tickets to the +CO bacon festival; and a team member with small kids may not want to +C go to the surprise happy hour you planned. +ad _ © Assess reinforcers spontaneously by trying different things +C : contingent on specific behaviors and if those behavior increase; you +~ : found an effective reinforcer. +C) | Example: Marga praised her husband when he took his shoes off at +_ i the front door, instead of tracking dirt all over the house. Sadly, it +CO didn’t maintain that response for long. The next time he took his +CO shoes off at the door, she gave him a big hug and kiss, and he hasn‘t +ed ' dragged dirt through the house since. +CO | © Positive feedback. Frequent positively stated feedback is known to +~ ‘ increase proficient work performance, motivation, and general work +C) enjoyment. Find a lot of opportunities to give your staff behavior- +a | specific praise. +C) _ e Negative reinforcement. Reinforce desired behaviors by removing +oy __ unpreferred work tasks. +Cy Example: Linda hates cleaning out the paper shredder in the trainee +‘2 office. Although everyone takes turns doing it, Linda can’t stand that +aad task. When Linda met all her billable supervision hours last month, +C) | her supervisor told her she no longer had to clean the shredder. Linda +~~ : liked that much more than the Starbucks gift card she got for turning +C _ all her reports in on time. +C) +C) Please Do Not Duplicate 431 +o" +432,"PTB ABA Exam Study Manual Domain 1: 1.5 +EVIDENCE-BASED ¢ Visually displayed progress on a chart or graph can be very +SUPERVISION STEP 5: reinforcing, especially for people focused on meeting specific goals. +SUPPORT PROFICIENT Seeing the trend change on a graph, or a star on a chart, can be +STAFF PERFORMANCE incredibly renforcing. + +(Cont'd) You can use codes for identifying staff, so that staff does not fee! + +.. targeted or on display. + +EVIDENCE-BASED « With evidence-based supervision, problematic performance can be +SUPERVISION STEP 6: prevented or quickly resolved. +CORRECT NON- ¢ Routinely providing positive, supportive feedback sets supervisors up +PROFICIENT STAFF for the effective supervisory actions needed to correct the inevitable +PERFORMANCE performance concerns. +e When corrective action differs from positive feedback, staff tend to +take it more seriously. +‘THANE: Salience and stimulus discrimination. +48 40 4 4H 4H 4H {0 4H 45 4&5 + +CAUTION: Non-proficient staff performance is likely when supervisors + +do not rely on an evidence-based supervision protocol: + +e Without clearly defined staff performance expectations, staff will +be unciware of what they should be doing. + +e Without routine monitoring, supervisors can’t assess the +performance problems, or effectively resolve them. + +e Without positive supportive feedback, performance will +deteriorate. + +e« Negatively focused, punitive supervision results in decreases in +work motivation. + +e Without recognition, staff are less motivated to perform diligently +and proficiently, work enjoyment is reduced, and staff avoid their +jobs (e.g., frequent absenteeism, turnover). + +48 45 AH 4H 4H 44 {il 4H 45 4&5 + +REASONS FOR PERFORMANCE PROBLEMS AND CORRECTIVE ACTIONS: +1. Staff lack needed skills to perform specific duties: +¢ Supervisor must provide effective behavior skills training (BST). +¢ Formally implement the entire BST protocol with untrained staff. +¢ If staff has previously received training, provide specific targeted +training. + +© Summarize what needs to be done differently. + +© Demonstrate the target skills. + +© Observe staff perform the task. + +° Provide feedback. + +© Continue until staff has been observed to perform the task +proficiently. + +432 © 2012 - 2024, Pass the Big ABA Exam" +433,"¢ “\ PTB ABA Exam Study Manual Domain t 16 +C) +CO) EVIDENCE-BASED | 2. Insufficient resources to complete a job task appropriately: +O SUPERVISION STEP 6: = * Performance problems that are due to insufficient materials or time to +~~“ CORRECT NON- : complete a task should not be looked at as a staff performance +() PROFICIENT STAFF problem, but as a resource or scheduling problem that the supervisor +_ PERFORMANCE : needs to resolve. +€) (cont‘a) o If staff lack the necessary materials to complete job tasks, +en supervisors should either get the needed resources or change the +CO job expectations. +ey © If there is insufficient time for staff to complete a given task, +“ew : supervisors must reconsider the scheduled routine and adjust the +CY) time allotment for the task. +_ _ e Sometimes staff falsely report lack of time, to avoid doing the work. +Ce) o A supervisor who has specified how to perform a job task and +an i routinely monitors performance, will be aware of the needed time += and if performance problems are due to a lack of motivation. +oO © The problem can be corrected by adjusting the work task schedule +Seo : or doing better to motivate staff. +Cc) _ © Another barrier may be that the response effort is just too high. +~ _ e¢ Reducing response effort could improve performance, motivation, and +C) | timing. +C) _ 3. Staff physically incapable of performing certain skills: +oO _ ¢ Work performance impacted by physical incapability (e.g,, obesity, old +Need : injuries, chronic conditions, other disabilities). +C) _ © Supervisor must make reasonable attempts to reduce the physical +“~ i demands, or reassign the staff to a job with fewer physical demands. +€ i. | © If reassignment is not possible, there may be no choice but to involve +a management and let that person go. +CD) o Always take staff welfare and client specific needs into +O consideration. +Cy _ 4, Staff mentally incapable of performing certain skills: +~ _ @ Work performance impacted by mental incapability (e.g, staff unable +Co) to read, failure to acquire skills, etc.). +_ | © Supervisor must make reasonable attempts to reassign the staff with +e) a skill appropriate job. +a | ¢ If reassignment is not possible, there may be no choice but to let that +Co ‘ person go. +C) _ 5. Staff lack motivation to complete work tasks proficiently: +CY _ @ Most common reason for problematic performance. +a __« When staff have the necessary work skills, time, resources, and +C) capability but are unmotivated. += e Can be a product of lack of work ethic, low wages, poor working +C) conditions, etc. +© Se a i Idb h the reinf +a ¥ response requirement should be worth the reinforcer. +CO) +o Please fo Not Duplicate 433 +Ci)" +434,"PTB ABA Exarn Study Manual Domain |: 1.5 +EVIDENCE-BASED AN EVIDENCE-BASED APPROACH FOR OVERCOMING LACK OF + +SUPERVISION STEP 6: MOTIVATION: + +CORRECT NON- e Provide performance feedback: + +PROFICIENT STAFF ° Specifically Step 3 and Step 4 of the feedback protocol (page +PERFORMANCE 435). + +(Cont'd) ° Step 3. Specify what staff performed incorrectly, if applicable. + +o Step 4. Specify what staff need to do to correct the work behavior +identified in Step 3. + +e Initiate disciplinary action (if first step is not effective): + +°o Most unpleasant supervisory duty. + +© Disciplinary action will be easier to carry out if supervisory +procedures have been consistently implemented. + +° Default strategy to be used only when all evidence-based +supervisory procedures have failed to correct the performance +problems. + +o First offense should result in mild punitive sanction (e.g., formal +meeting, documentation in personnel file). + +o If behavior doesn’t improve, more severe actions can be taken +(e.g., written warning), with termination as the last step. + +«fz Termination should be immediate for highly egregious behaviors +‘¢,. (eg. drug use, alcohol use, client abuse, stealing client or company +property, sleeping on the job, etc.). + +47 45 | 4H 4H fH HH EE 45 OF + +CAUTION: If performance expectations have not been clearly +specified, staff have not been effectively trained, staff performance +has not been routinely monitored, and/or active support has not been +taken, termination should not be the response! + +4 4 HE HH HE 4H 4H 4H 45 Of + +cl. ETHICS DEVIL WARMING: Code Standard 4.12: Appropriately Terminating Supervision: +“Os When behavior analysts determine, for any reason, to terminate supervision or other | +4 .#) 7 services that include supervision, they work with all relevant parties to develop a | +cor for terminating supervision that minimizes negative impacts to the supervisee +IK or trainee. They document all actions taken in this circumstance anc the eventual +| outcomes. | +EVIDENCE-BASED e An antecedent intervention to facilitate successful performance. +SUPERVISION Intended to clarify and prompt behavioral tasks so that they result in +TASK CLARIFICATION successful performance. +¢ Can (and should) be combined with feedback. +e Implies a social warning that current performance is not meeting +expected criteria. +e Reminds staff of existing expectations (what was already established) +and introduces any new expectations (implied warning). +434 © 2012 - 2024, Pass the Big ABA Exam" +435,"PTB ABA Exam Study Manual Domain I: 1.5 +. EVIDENCE-BASED COMPONENTS OF TASK CLARIFICATION: +SUPERVISION 1. Instruction: Specific job duties are operationally defined for +TASK CLARIFICATION clarification, with a reminder of the expected outcomes. +| (Cont’d) 2. Atask demonstration. +_ ovo 3. Practice with feedback until the predetermined criteria is met. +_: | 4COMPONENTS OF | 4. An evaluation. +_ TASK CLARIFICATION | +: instruction +_ | l!emonstration +. Practice +; | valuation +EVIDENCE-BASED ¢ Final step in the evidence-based supervisory protocol, but really an +SUPERVISION STEP 7: ongoing action. +CONTINUOUSLY e Evaluation of the effects of the supervisor's actions on staff +EVALUATE STAFF performance. +_ PERFORMANCE AND * Focuses on staff day-to-day performance and client outcomes. +CLIENT OUTCOMES e If staff performance improves following a specific supervisory action, +then supervisors should continue to actively support that +performance. +¢ If staff performance does not improve, supervisors can take corrective +| action to facilitate the necessary improvement. +/ EVIDENCE-BASED BAe In this next section we talk about evidence-based feedback. This is the +FEEDBACK cs, textbook, some may say “old-school” method for providing feedback. +As you study this, just keep in mind that this is like a template, and the +. best supervisors assess what works best with their supervisees. +SEVEN STEPS FOR PROVIDING EVIDENCE-BASED FEEDBACK +| STEP 1: Begin with a positive or empathetic statement. _ — +oe ISTEP 2: Specify what was performed correctly. ! +| STEP 3: Specify what was performed incorrectly, if applicable. ! +| STEP 4: Specify what needs to be done to correct behavior. +| STEP 5: Solicit questions about the information provided. +: . Inform about subsequent supervisory actions regarding the +| STEP 6: . + behavior. +7 STEP 7: End with a positive or empathetic statement. +| Table: Seven steps for providing evidence-based feedback —=—S=~S~S* oo +Please Do Not Duplicate 435" +436,"PTB ABA Exam Study Manual Domain |: 1.5 +EVIDENCE-BASED SEVEN TYPES OF FEEDBACK: +FEEDBACK 1. Formal feedback: +(Cont'd) e A designated meeting for the explicit purpose of delivering feedback, +Semana emer ea following formal monitoring of a staff's performance. +7 FEEDBACK TYPES | e Should be delivered privately. +ormal | ¢ Can be followed by written feedback (summary of discussion). +nformal +ritten | 2. Informal feedback: +roup e Primary way for supervisors to deliver feedback about work quality +ublicly posted | and to support proficient performance. +elayed j = ¢ Caninclude all or some of the steps for providing feedback. +utcome-based ¢ Positive informal feedback should be delivered after every informal +el performance monitoring session. + +e Feedback about specific areas of work performed proficiently. +THINK: Impromptu positive feedback. + +e Should be viewed as an expected supervisory job responsibility. + +¢ Not always considered as important as other job tasks (e.g., paper- +work tasks, scheduling, meetings, etc.)... but maybe it should be. + +e Supervisors should always be looking for quality performance to +informally praise. + +e Key characteristic of successful supervision is staff reporting that they +respect and enjoy working for supervisors who frequently deliver +positive feedback. + +3. Written feedback: + +* Feedback delivered in writing (e.g., in an email/prepared form). + +* Should supplement (not replace!) vocal, face-to-face feedback. + +¢ Should be accurate, based on first-hand observation. + +e Should be given frequently, and soon after the observation. + +« Formal written feedback: A specific prepared form with expected +behavior/tasks which is scored by the supervisor and given to the +staff person. + +¢ Informal written feedback: A brief note or short e-mail about one +specific behavior that was observed being performed well. + +¢ Can use comprehensive forms, with info pertaining to each step of an +evidence-based protocol or can be a simple description of one +aspect of a performance that was performed especially well. + +¢ Always include a specific description of what was well-performed. + +~ « Permanent product of the evaluation. + +e It feels good to be recognized in writing. + +“fa)ifor, ¢ Provides objective view for periodic and annual evaluations, or a +| rie¢ written record if further (e.g, disciplinary) action is needed. +e¢ Emailing feedback is less time-consuming than visiting a work site. +_® Should not be main means of providing feedback. +Eo ¢ Does not involve face-to-face interactions. Staff aren’‘t able to seek +Bee | real-time clarification. +436 © 2012 - 2024, Pass the Big ABA Exam" +437,"PTB ABA Exam Study Manual Domain I: 1.5 +EVIDENCE-BASED 4. Group feedback: +FEEDBACK ¢ Performance information presented in a group setting. +(Cont’d) * Example: “Everybody turned in their monthly schedule on time this +month! Great work, team!” +¢ Only effective if everyone’s performance deserved praise. +— gama e Efficient way to support multiple staff. +cee e Creates cooperative and supportive staff culture. +7 bane ""te Enhanced enjoyment when staff feel good about their performance. +Co * If inaccurate, reinforces staff who did not perform proficiently; has +fee | weak supportive effects for staff who did perform proficiently. +5. Publicly posted feedback: +e Individual praise posted in public location for all to see. +e Should be used infrequently, and only for positive feedback. +* Problematic if staff don’t have a good working relationship. +ae ¢ Doubles the praise when other staff add to the public display. + gee) « Can increase the importance of the feedback to the individual. +: ; con ¢ Not private. +Paty | * Can evoke jealous responses (e.g., negative comments). +6. Delayed feedback: +¢ Delivered at a later time, when immediate feedback is not feasible +(e.g, avoid work interruption, supervisor has other responsibilities). +e Staff appreciate the extra effort; heightens the praise. + ¢ Not as helpful for supporting performance and work enjoyment (but +better than nothing). +7. Outcome-based feedback: +* Corrective feedback based on the permanent products produced by +staff performance. +Example: When the skill results in an observable change in client's +progress (e.g., new skills, reductions in target behaviors). + e When the skill results in a change in the workplace, or completion of +an observable product (e.g., organized toy cabinet, cleaned play + room, completed progress notes, etc.). +;~ @ Supports quality work and staff work enjoyment. +| Easier to evaluate the quality of an outcome-based behavior than to + i observe other types of work behavior. +ic ¢ Flexibility, wnen outcome can be observed at any time. +Uh eee © Sincerity is easier to convey when feedback is based on obvious and +| straightforward outcomes. +| © Staff more comfortable with accomplishment-based praise. +\__ �� Highlights the importance of staff's impact and purpose. +. Please Do Not Duplicate 437" +438,"PTE ABA Exam Study Manual Domain |: 1.5 +EVIDENCE-BASED gigs: ¢ When staff have a limited number of responsibilities, it can result in +FEEDBACK | com fewer products or outcomes, and therefore fewer opportunities to +(Cont'd) te deliver reinforcement, prompting, and/or error correction, etc. +| ETHICS DEVE. WARNING: Code Standard 4.08: Performance Monitoring and | +al, Feedback: Behavior analysts engage in and document ongoing, evidence-based | + data collection and performance monitoring (e.g., observations, structured | +iN my YY evaluations) of supervisees or trainees. They provide timely informal and formal | +a oe praise and feedback designed to improve performance and document formal | +Oey feedback delivered. When performance problems arise, behavior analysts develop, | +| communicate, implement, and evaluate an improvement plan with clearly | +j identified procedures for addressing the problem. | +CULTURALLY e A supervisor takes on, and has influence over, the development of +RESPONSIVE their supervisees. +PERFORMANCE e Establishing skills in cultural responsiveness and humility are +MANAGEMENT expected parts of the supervisory curriculum, and a supervisor who +centers these competencies will inherently motivate these skill sets in +their supervisees. +| Cultural responsiveness: The practice of engaging with | +| individuals and communities in a way that fully honors and +| acknowledges their unique cultural backgrounds, experiences, +| and perspectives. | +e Culturally responsive performance management means: +© Shaping training methods, curriculum and goals to reflect the +diverse social, cultural, and language needs as well as the cultural +interests and preferences of the staff, supervisees and trainees. +© Being mindful of an individual's culture, lived experience, and +social and economic disparities, to ensure a more sensitive and +responsive environment. +© Modeling culturally responsive behavior. +© Encouraging staff, supervisees and trainees to be mindful of their +clients’ cultural differences, lived experiences, and social and +economic disparities. This is especially important for staff who are, +or will be working with diverse populations. +o Incorporating the necessary cultural knowledge for specific job +roles, into training and supervision. +Example: If staff will be working with diverse populations, they +should be familiar with the relevant culture. +° Acknowledging and reflecting on how cultural, racial backgrounds +and diversity impact: +=» Supervision process. += Client care. +« Supervisor's behavior at the onset of a supervisory relationship. +« Supervisor's behavior throughout the delivery of supervision. +438 © 2012 - 2024, Pass the Big ABA Exam" +439,"PTB ABA Exam Study Manual Domain 1.5 - 1.6 + FE REOBMANCE Cultural humility: An ongoing process of self-reflection and +MANAGEMENT | lifelong learning that involves recognizing and addressing one’s | + ; | own prejudices and implicit and explicit biases. It requires a +(Cont‘d) | continuous, critical examination of one’s behavior, beliefs, and + | assumptions, particularly in interactions with individuals from +| diverse cultural backgrounds. f +e Cultural humility in performance management means: +° Reflecting on one’s own prejudices and implicit and explicit biases. +© Maintaining an attitude of openness, curiosity, and respect toward +others. +© Recognizing power differentials, and work to balance the power + dynamics within one’s own behavior and organization. +© Incorporating cultural humility training. + ° Promoting a culture that reinforces self-reflection and self- +awareness. +Example: If a white individual is assigned a Korean client, it is +. important that the staff reflect and recognize how their own learning +history (e.g., biases) may impact the client relationship. +af ETHICS DEVIL WARNING: Code Standard 4.07: Incorporating and Addressing +qd i Diversity: During supervision and training, behavior analysts actively +ape incorporate and address topics related to diversity (e.g, age, disability, ethnicity, + + Cs gender expression/identity, immigration status, marital/ relationship status, += national origin, race, religion, sexual orientation, socioeconomic status). + ¢ Viewing differences solely as strengths can be limiting because it +. may lead to a superficial understanding of diversity, overlooking the + challenges, systemic issues, and individual experiences that come +with those differences. This perspective can also inhibit difficult but +necessary conversations about inequality and bias, create pressure +to conform to positive stereotypes, and ignore the unique realities +within cultural groups. A more balanced approach acknowledges +both the strengths and complexities of differences, fostering deeper +| understanding and meaningful engagement with diversity. +| hey 6 Apply a function-based approach (e.g., performance diagnostics) to assess +and improve supervisee behavior. +| Bec. .8. Apply a function-based approach (e.g., performance diagnostics) to assess and +aaa improve supervisee behavior, +FUNCTION-BASED THREE FUNCTION-BASED METHODS TO ASSESS PERFORMANCE: +METHODS TO ASSESS 1. Experimental assessment: +SUPERVISEE BEHAVIOR ¢ Involves manipulating variables to identify those that affect +supervisee’s performance. +Please Do Not Duplicate 439" +440,"PTB ABA Exam Study Manual Domain |: 1.6 +FUNCTION-BASED Wlabiiss A functional analysis for your staff. +METHODS TO ASSESS ¢ These methods are very impractical. +SUPERVISEE BEHAVIOR 2. Descriptive assessment: +(Cont’d) « Involves directly observing supervisee’s performance and finding +_ 2 StS eos correlations between the relevant variables and performance. +3 FUNCTION-BASED Tillis A-B-C, +~ STAFF ASSESSMENT +| METHODS | 3. Indirect assessment: +xperimental e Include interviews, checklists, and questionnaires completed by a +_ escriptive supervisor. +| ndirect +sot Performance Diagnostic Checklist-Human Services (PDC-HS): + +e Aninformant-based functional assessment used to help supervisors +identify the variables related to poor employee performance, and +design interventions based on the findings. + +THINK: A functional assessment for organizations. + +¢ informant = The staff person's direct supervisor. + +¢ The informant is interviewed about a supervisee’s poor performance. + +¢ Includes four domains, each with 4-6 questions regarding supervisee +performance. + +o Training: Assesses the adequacy of staff training, to determine +whether supervisee has the knowledge and skills to perform +proficiently. + +° Task clarification and prompting: Assess the clarity of the +assigned tasks and prompts, to determine whether ambiguous +tasks missing cues are negatively impacting supervisee +performance. + +o Resources, materials, and processes: Assesses the availability and +appropriateness of resources, materials, and operational +processes, to determine whether insufficient resources or outdated +proceciures are negatively impacting staff performance. + +o Performance consequences, effort, and competition: Assesses the +contingencies of performance, response effort, and the +competitive elements at play, to better understand the MOs +influencing supervisee behavior. + +e 13 of the questions can be answered via an interview with the +supervisee’s direct supervisor. + +« The other seven require an actual observation. + +e Each item scored as “no” on the assessment correlates with a +potential intervention for improving performance. + +e Ascoring guide helps identify function-based corresponding +interventions. + +¢ Direct observations are conducted during times and in conditions that +the supervisee is expected to perform the task. + +440 © 2012 - 2024, Pass the Big ABA Exam" +441,"PTB ABA Exam Study Manual Domain t: 1.6 +~ FUNCTION-BASED Intervention only targets the specific issue without adding extra + +METHODS TO ASSESS, training for areas not identified in the assessment. + +SUPERVISEE oy con « Reduces use of punitive consequences like write ups, email to HR. + +BEHAVIOR ee ¢ Promotes a collaborative environment where supervisors can support + +(Cont'd) oe _ supervisees being successful in their jobs. + + '__ © Identifies gaps in training and environmental obstacles. + +Example: The PDC-HS was used to assess barriers implementing trial- + based functional analyses (TBFA) and to identify appropriate + +| interventions for a group of residential service staff. The interview + + results indicated barriers in the Task Clarification and Prompting and +Performance Consequences, Effort, and Competition domains; +specifically, a lack of job aids and reminders, limited direct monitoring +from a supervisor, a lack of frequent feedback, response effort, and + other tasks being prioritized. The clinical director created a + performance management package to focus on the specific domains +of concern. +FUNCTION-BASED ¢ Assessing poor staff performance helps identify the maintaining +| STRATEGIES TO contingencies impacting behavior. + IMPROVE e The strategies employed to improve performance should be based +PERFORMANCE on assessment results, and ideally be function-based. (E.g., +procedures that manipulate $°s and MOs, differential reinforcement, +environmental manipulations, and so on.) +* Poor performance is typically the outcome of skill or resource deficits, +incapability (e.g., requires physical strength), lack of motivation (e.g, + lack of positive feedback or inconsistent disciplinary action), or +environmental factors out of the supervisees control (e.g., lateness +because of childcare). + + Example: Leila’s frequent absences with one of her six clients +significantly impacted that client’s progress. In the performance +assessment, it’s discovered that her attendance is 100% with her other +clients, but that this particular client, unlike the others, lives +unreasonably far away. When Leila is asked why she didn’t bring up +the distance, she said she didn’t feel comfortable because scheduling +seemed so stressful for everyone. Her supervisor addressed the +absenteeism by removing Leila from that case, addressing mileage +considerations with the scheduling department, and establishing + + clearer communication channels for staff to lodge their complaints. +Please Do Not Duplicate 44)" +442,"PTB ABA Exam Study Manual Domain I: 1.7 +oe 1.7 Make data-based decisions about the efficacy of supervisory practices. +“Bag hyn .9 Evaluate the effects of supervision (e.g., on client outcomes, on supervisee +a repertoires). +EFFECTIVE SUPERVISION Evaluating the effects of supervision: + +e Reflection, honest discussion, and performance measurement will +help the supervisor make well-informed, data-based decisions about +their ongoing supervision activities. + +* Create systems to objectively assess the outcomes of supervision +efforts. + +To assess supervisory effectiveness, evaluate: + +* New Skills: Track supervisee’s newly acquired competencies (e.g., +administrative tasks, data collection, completing forms, graphing +data, interpreting data, timely reporting, |OA, procedural fidelity, +teaching skills, behavior reduction skills, assessment skills, +management skills, professional skills, etc.). + +¢ Knowledge: The score is based on how precisely the supervisee +understands and uses the ABA vocabulary. + +° Client/stakeholder satisfaction: Interviews and questionnaires. + +e Error reduction: Measure decreases in errors based on corrective +feedback (e.g., data sheets, intervention plans, treatment integrity +forms, reports, graphing data, etc.). + +e Client outcomes: Objective improvements in life quality, newly +acquired skills, increased independence, and reductions in +challenging behavior. + +¢ Supervisee satisfaction: Solicit feedback directly from the supervises; +check in to make sure needs are being met and that information is +well communicated. + +o Use a structured survey to rate and measure specific areas of a +supervisor's performance (e.g., organization, knowledge level, +delivery of feedback, usefulness of supervision meetings and +information covered, etc.). Ideal if results are anonymous. + +e¢ Employer feedback: Discuss the degree of positive change in the +supervisee’s performance with the supervisee’s employer. + +leat , ETHICS DEVIL WARN-NG: Code Standard 4.10: Evaluating Effects of Supervision and +eS . Training: Behavior analysts actively engage in continual evaluation of their own +ke vA, supervisory practices using feedback from others and client and supervisee or + trainee outcomes. Behavior analysts document those self-evaluations and make += timely adjustments to their supervisory and training practices as indicated. +442 © 2012 - 2024, Pass the Big ABA Exam" +443,"PTB ABA Exam Study Manual Domain I: Review Qs +GUI eR TE +| DOMAIN I: PERSONNEL SUPERVISION +. 1. (1.2) How long must BCBA supervisors retain supervisory documentation? +2. (11) List at least six benefits of evidence-based behavior-analytic supervision: + ,and +- 3. (5) What are the four components of task clarification? =, + wee Nd +| 4 (1.2) What is the Code’s definition of trainee? +! 5. (1.3) What is intersectionality? a +6. (1.4) What is the first thing to consider when choosing goals for trainees? +| 7. (1.5) How can a supervisor verify a supervisee’s self-assessment rating? =, +Sess +8. (1.5) What are the six steps of behavior skills training (BST)?___= +es es ard +9. (1.7) List at least three ways that supervision effectiveness can be assessed: +ep IN CF"" +10. (1.2) List at least five things that should be included in a supervision contract: + ee, ePSee_*s and + Il. (1.6) List the three function-based staff assessment methods: 7 +Nd +12, (1.3) How can equity be promoted in supervision? +- 13. (1.5) List the seven-step protocol for evidence-based supervision: _____, +| aN +Please Do Not Duplicate 443" +444,"PTB ABA Exam Study Manual Domain : Review Qs ; - +14. (1.5) This type of performance monitoring is typically quick and unplanned: oO +15. (1.6) List the four domains within a PDC-HS assessment) +and _ + +16. (1.5) Match the feedback type to the correct description _ +1. Formal feedback. A. Feedback presented on a bulletin board. Nae! + +2. Informal feedback, B. Feedback delivered sometime after the monitoring. =~ + +3. Written feedback. Cc. Feedback based on permanent product. ~~ + +4, Group feedback. D, Delivered after every informal performance () + +5. Publicly posted feedback. monitoring session. ~~ + +6. Delayed feedback. E. Feedback is emailed on a prepared form. Ne + +7. Outcome-based feedback. F, Feedback delivered to a team all at once. conf + +G. A meeting for the explicit purpose of delivering cone + +feedback. -_ + +17, (1.6) In the PDC-HS performance assessment, who is the informant? C) +18. (1.5) List at least three reasons for staff performance deficiencies: ; -. +a, ON oT + +19. (1.7) How often should supervisor effectiveness be evaluated? co +20. (I.5) List the seven steps for evidence-based performance feedback: : C +an CO + +aaa © 2012 - 2024, Pass the Big ABA Exam =" +445,"PTB ABA Exam Study Manual Acronyms: A. - B.9 +ACROYNMS +All the acronyms referenced throughout the PTB ABA Exam Study Manual are located here for fast +and easy studying. +| DOMAIN A +A.l 3 LEVELS OF SCIENTIFIC UNDERSTANDING A.5 7 DIMENSIONS OF ABA +| -escription -ehavioral +| ""rediction \pplied +“ontrol vechnological +2 5 PHILOSOPHICAL ASSUMPTIONS pate systematic +neterminism “enerality +| I mpiricism | ffective +| \-arsimony +“ragmatism A.5 3 PRINCIPLES OF BEHAVIOR + “electionism cunishment +-xtinction +A.4. 4 BRANCHES OF BEHAVIOR ANALYSIS seinforcement +ehaviorism + :AB +BA +. 'rofessional Practice +DOMAIN B | +B.2 3 RECEPTORS B.4 5 TYPES OF POSITIVE REINFORCERS +\-roprioceptors -dible +interceptors “ctivity +'xteroceptors “angible +5 TYPES OF STIMULUS CLASSES octal +“ensory +| “ormal 4 SIMPLE SCHEDULES +/emporal B.9 H +: unctional vixed ratio (FR) +'eature “ariable ratio (VR) +Arbitrary t-ixed interval (FI) +Fun Times For Family Activities “ariable interval (V1) +B.3 3 PRINCIPLES OF BEHAVIOR 4 VARIATIONS OF BASIC INTERMITTENT +; SCHEDULES +. unishment +-xtinction : ag . . +weinforcement .rogressive ratio +elays +‘ifferential +Please Do Not Duplicate 445" +446,"PTB ABA Exam Study Manual Acronyms: B.10 - C.3 +DOMAIN B +B.10 4 COMPOUND SCHEDULES B.19 4 TACT EXTENSIONS +oncurrent olecistic +ultiple .-etaphorical +hained .etonymical +ixed eneric +Call me! Call me! Studying Makes Me Grim +B.1] 3 EXTINCTION VARIATIONS B.24 4 CRITERIA FOR IMITATION +ositive reinforcement _odel +utomatic reinforcement antler +egative reinforcement ormal similarity +“mmediacy +B.12 5 FACTORS AFFECTING STIMULUS CONTROL ontrolled relation +ttending (pre-) Mother figure in charge. +timulus salience 5 STEPS TO TRAIN IMITATION +ifferential consequences +epertoire (client’s) ssess +ver-selective control elect + retest +B.19 6 VERBAL OPERANTS “equence +choic mplement +and +ntraverbal +act +extual +ranscription +DOMAIN Ge +C.1 3 CHARACTERISTICS OF A GOOD C.6 3 TIME-SAMPLING/ INTERVAL +OPERATIONAL DEFINITION RECORDING PROCEDURES: +bjective ‘hole +lear artial +omplete - omentary +C.3 3 TYPES OF REPEATABILITY/ Wits Pits Mits +OCCURRENCE MEASURES C.8 3 INDICATORS OF TRUSTWORTHY +ount MEASUREMENT +oe ti alidity +eleration ccuracy +Repeat after me... | eliability +Very Awesome Results +446 © 2012 - 2024, Pass the Big ABA Exam" +447,"PTB ABA Exam Study Manual Acronyms: C,10 - E.12 +DOMAINC +~ C.10 5 TYPES OF ABA GRAPHS C.11 SPLIT-MIDDLE LINE STEPS + ‘ine *count +‘ umulative huiid-rate +~catterplot ilid-date +standard celeration «auarterly +| Little Boys Can Sure Skate “split-middie +| DOMAIN D +D.3 4 THREATS TO INTERNAL VALIDITY D.7 MULTIELEMENT DESIGN VARIATIONS +‘i easurement “ingle phase + iV liwo phase +“subject shree phase +vetting MLB SUBTYPES +' D.7 ON SINGLE-CASE EXPERIMENTAL ehaviors +SIGNS Settings +eversal ubjects +wiultielement +wiultiple baseline WEAKER MLB VARIATIONS + «hanging criterion lultiple probe +Research makes me cry. elayed + onconcurrent +3 REVERSAL DESIGN VARIATIONS +‘-epeated + AB +iltiple treatment +| DOMAINE | +~ E14 CORE PRINCIPLES E.2. 2 CORRECTIVE ACTIONS +|-enefit others | rofessional development +‘-ompassion, dignity, and respect iwentorship + Integrity +“-ompetence E.12 3 SUPERVISORY ROLES +“upervisor +| E.2. 6 SANCTIONS ‘gsessor +invalidation vrainer + evocation +“uspension + vractice +“upervision +Please Do Not Duplicate AA?" +448,"PTB ABA Exam Study Manual Acronyms: F - G.8 +DOMAIN Bot +F 3 ELEMENTS FOR INFORMED CONSENT F.4 3 TYPES OF TRIAL BASED STIMULUS +apacity PREFERENCE ASSESSMENT METHODS +oluntariness aired +nowledge ultiple +ingle +F.3 3 INDIRECT ASSESSMENTS +nterview 4 TYPES OF REINFORCER ASSESSMENTS +hecklists oncurrent +ating scales n-the-moment +—ultiple schedule +F.4 3 STIMULUS PREFERENCE ASSESSMENTS rogressive ratio +sking +ree-operant F.5 4FUNCTIONS +rial-based scape +ttention +angible +utomatic +DOMAING ©. +G.2. 2 DRO PROCEDURES G.7 3 RESPONSE PROMPT FORMS +nterval DRO erbal +omentary DRO - .odel +3 DRL PROCEDURES hysical +pcced-responding 4 STIMULUS PROMPT FORMS +ull session «ovement +nterval osition +So Fun Isabel! edundancy +ithin-stimulus +3 DRH PROCEDURES +paced-responding G.8 4FADING RESPONSE PROMPT METHODS +ull session ost-to-least +nterval east-to-most +raduated guidance +G.3. 2NCR SCHEDULES elayed +ixed time My Little Good Dog +ariable time +2 FADING STIMULUS PROMPT METHODS +G.5 2 TYPES OF ANTECEDENT INTERVENTIONS Stimulus ading +Contingency- ependent Stimulus hape Transformations +Contingency- ndependent For Sure. +448 © 2012 - 2024, Pass the Big ABA Exam" +449,"PTB ABA Exam Study Manual Acronyms: G.9 - G.17 +| DOMAIN G +G.9 8 MODELING GUIDELINES G.15 9 STRATEGIES TO PROMOTE +cimilarity GENERALIZATION +restige ommon stimuli +|: mphasis ‘ oosely train +Instruction “xemplars + eal-life “ediation +‘eedback hianagement (self) +:ehearsal ‘ndiscriminable contingencies +. \-einforcement iegative examples +“-eneral case analysis +some People Eat Inedible Reinforcers Behavior). +For Real Real. +Gl2_ 4 BEHAVIOR CHAINING METHODS G.16 4 SELF-MANAGEMENT PROCEDURES + “orward chaining ionitoring +liotal-task chaining ':-valuation +“ackward chaining "" onsequences +“ackward chaining with leap aheads “ntecedents +G.13_ 4 FREE-OPERANT PROCEDURES + ; G.17 6 POSITIVE PUNISHMENT PROCEDURES +i laturalistic “hock +incidental ~ oc . +| ree-operant ceneande. +ivotal response veprimands +esponse block +6 COMPONENTS OF A DTT TRIAL ontingent exercise +oD iIRD +rompt 2 NEGATIVE PUNISHMENT PROCEDURES +:esponse . +' onsequence sponse cost +. inter-trial interval ‘ime-out +‘rata collection 2 TYPES OF RESPONSE COST +4 TYPES OF DTT TRIALS | ‘onus +wiSS | xisting cache +| lock 3 TIME-OUT PROCEDURES +“xpanded “eclusion +| i-andom . . +|-xclusionary +G14 3 GROUP CONTINGENCIES ""on-exclusionary + i sependent +interdependent + independent +Please Do Not Duplicate 449" +450,"PTB ABA Exam Study Manual Acronyms: G.17 - 1.5 +G.17 5 TYPES OF NON-EXCLUSIONARY TIME-OUT G.19 4 PARTS OF STIMULUS EQUIVALENCE +lanned ignoring _ eflexivity +ithdrawal of reinforcer ymmetry +bservation -ransitivity +ibbon ~timulus equivalence +artition Reach Students This Spectacularly +G.19 3 TYPES OF MATCHING +dentity +ymbolic +ddity +DOMAIN H +H.i 6 GOAL OBJECTIVES H.4 IEMITIGATING UNWANTED EFFECTS +arget behavior ssess risk +pecific conditions onsent +on-conditions ssent +astery criteria ollaborate +aintenance i BA +eneralization / east restrictive +ther Measures : einforcement +ew skills +H.2 BASE INTERVENTION RECOMMENDATIONS ON onitoring +ssessment results hoice +cientific evidence raining +lient preference +ontextual fit H.6 8 THREATS TO PROCEDURAL INTEGRITY +oor training +» eak definitions +omplex interventions +reatment drift +xperimenter bias +_eactivity +bserver bias +‘reference +DOMAIN] ©. 0 +1.5 6BST STEPS 4 COMPONENTS OF TASK CLARIFICATION +escribe nstruction +ritten emonstration +odel ractice +ractice . Valuation +eedback +epeat +450 © 2012 - 2024, Pass the Big ABA Exam" +451,"PTB ABA Exam Study Manual Acronyms: 1.5 - 1.6 +_ LS 7 FEEDBACK TYPES 1.6 3 FUNCTION-BASED STAFF +-ormal ASSESSMENT METHODS +informal 'xperimental +‘vritten mescriptive +'fOup indirect +\-ublicly posted + elayed +‘outcome-based +7 SUPERVISION STEPS +identify +“specify +‘rain +iionitor +“support +“orrect +' valuate +| +Please Do Not Duplicate 45)" +452,"PTB ABA Exam Study Manual c = +i —_ +? a +452 © 2012 ~ 2024, Pass the Big ABA Exam _." +453,"PTB ABA Exam Study Manual AKAs: A.1 - B.8 + AKAs +| All the AKAs identified throughout this Manual are located here for fast and easy studying. +ee DOMAIN TERM o.k.o. +All Prediction. Correlation, covariation. +Al Control. Causation. +ee Respondent behavior. Reflex, unconditioned response (UR). +Classical and Pavlovian conditioning, +hrs stimulus-stimulus (S-S) pairing, +bao! n . wut : vu +Respondent conditioning conditioned stimulus-conditioned +response (CS-CR). +ABC, 3-term contingency, behavioral, + ae Operant conditioning. contingency, stimulus-response- +stimulus (S-R-S) model. +a Reinforcement contingency +bere . SR. +(reinforcement). +| oe we . . Reinforcement+, type | reinforcement, +bot Positive reinforcement contingency. SR+ +. . . . Reinforcement-, type Il reinforcement, +bok Negative reinforcement contingency. oR- +| bibs Punishment contingency. SP. +bats Positive punishment contingency. Type | punishment, SP+. +. . . . Type Il punishment, penalty principle, +hat Negative punishment contingency. ype Pan St pe ¥ principle + penalty contingency, SR-. + bie Unconditioned reinforcers (UCR). Primary reinforcer, unlearned reinforcer. +| bie Conditioned reinforcers (CR). Secondary reinforcer, learned reinforcer. +bee Generalized conditioned reinforcers Generalized reinforcer, nonspecific +. (GCSR). reinforcer. +| faa’ Unconditioned punishers (UCP). Primary punishers, unlearned punishers. +oe Conditioned punishers (CP). Secondary punishers, learned punishers. + bee Generalized conditioned punishers Generalized punisher +| - (GCSP). p +Please Do Not Duplicate 453" +454,"PTE ABA Exam Study Manual AKAS! B.S - C.3 +DOMAIN TERM G.K.a. +Continuous reinforcement (CRF). FRI. +Operant extinction (EXT). Extinction. +Automatic reinforcement extinction. Sensory extinction. +Negative reinforcement extinction. Escape extinction. +Masking. Stimulus blocking. +Overselective stimulus control. Stimulus overselectivity. +Response generalization. Response induction. +Value-altering effect (EO). Reinforcing-establishing effect. +Behavior-altering effect (EO). Evocative effect. +Value-altering effect (AQ). Reinforcing-abolishing effect. +Behavior-altering effect (AO). Abative effect. +Function altering effect. Repertoire-altering effect. +Rule-governed behavior. Rule control, rule governance, rules. +Contingency-shaped behavior. Contingency control. +Echoic. Verbal imitation, vocal imitation. +Regular mand. Mand. +Four tact extensions. Higher level tacts. +stoner esponding ine geneoreceptveloravoge +Auditory conditional. Receptive labeling. +Multiple control. Joint control. +Emergent relations. Derived stimulus relation. +Generative performance. Generative learning. +Matching law. Matching theory. +Observational learning. Vicarious learning. +vat Product measures. Outcome recording, permanent product. +oS Repeatability. Countability. +454 © 2012 ~ 2024, Pass the Big ABA Exam" +455,"PTB ABA Exam Study Manual AKAs: C.3 - D.7 +DOMAIN TERM U.K. + +C.3 Occurrence measures. Countability, event recording. + +| c.3 Count data. Frequency. +. C.3 Magnitude. Strength, force, intensity, severity. + +C.3 Topography. Form. + +C.4 Latency. Response latency. + C.6 Planned activity check. Placheck. +oo C.8 Measurement artifacts. Artifacts. +| C.8 Interval-by-interval IOA. “orecreent ratio Ok by-point +| CAO Equal-interval graphs. Arithmetic charts, add-subtract charts. + +| C10 Line graph. Frequency polygons. + +C10 Horizontal axis. X-axis, abscissa. +. c.10 Vertical axis. Y-axis, ordinate. + +C.10 Bar graph. Histogram. +. C10 Scatterplot. Pattern analysis. + CAG Standard celeration chart. Ratio chart, multiple-divide chart. +Oo Ctl Split~middle line of progress. Trend line. + +D.1 Dependent variable (DV). Target behavior. + +Dd Independent variable (Iv). eee intervention, experimental +| D.3 Observer bias/expectations. Measurement bias. +| D.4 Steady state responding. Stable state responding. + +D.6 Type | error. False positive. + +D.6 Type Il error. False negative. + +D.7 Reversal design. Withdrawal design, A-B-A, A-B-A-B. +| D.7 Multiple treatment reversal design. A-B-C reversal. +a D.7 Sequence effects. Carryover effects. + +Please Do Not Duplicate 455" +456,"PTB ABA Exarn Study Manual AKAs: D.7 - G5 +DOMAIN TERM GK. + ; ; Alternating treatments, simultaneous +D.7 Multielement design. g . +treatments, multiple schedule. +; Composite analysis, sequential +D.8 Component analysis. . P Y q +withdrawal. +D.8 Treatment package. Behavioral package. +Oo Discrepancy analysis. Normative comparison. +ea Paired stimulus preference assessment. Forced choice. +[24 Single stimulus preference assessment. Successive choice. +[2 Reinforcer assessments. Reinforcer analysis. +[res ABC continuous recording. ABC checklist. +tion ripti +wo ABC narrative recording, Anecdotal observa ion, ABC descriptive +data, narrative data. +Experimental functional behavioral +aS Functional analysis (FA). assessment, analog assessment, +traditional FA, extended FA, basic FA. +Practical functional assessment (PFA), +Pas synthesized FA. interview-informed synthesized +contingency assessment (IISCA). +Pag Habilitation. Adjustment. +Pa Mainstreaming. Normalization. +os Grandmo’s law, relativity theory of +Gl Premack principle. . y y +reinforcement. +High-p, high probability request +Gi High-probability instructional sequence. sequence, interspersed requests, pre- +task requests. +6.2 DRA. Alt-R. +62 DRO. Differential reinforcement of zero +responding, omission training. +G.4 Token economy. Token reinforcement system. +. . t 7 dent +G5 Antecedent interventions. Antecedent procedures antece en +control, antecedent manipulations. +456 © 2012 ~ 2024, Pass the Big ABA Exam" +457,"PTB ABA Exam Study Manual AKAs: G.5 - G19 +. DOMAIN TERM a.K.o. +G.5 Contingency-dependent. Function-based. +G.6 Stimulus discrimination training. Discrimination training. +G.7 Redundancy prompt. Redundancy cue. + 6.8 Most-to-least prompting Maximum-to-minimum. + G.8 Least-to-most prompting. Minimum-to-maximum. + Prompt delay, time-delayed prompting, +G.8 Time delay prompting. delayed cueing, progressive delay +prompting. +G.B Constant time delay prompting. Fixed time delay prompting. +: G.8 Progressive time delay prompting. Graduated delay prompting. +G.8 Stimulus shape transformations. Stimulus shaping. +12 _Tota-taskehaiing See eee +G.13 Discrete-trial teaching (DTT). instruction (D1). ining, discrete-trial +G.14 Dependent group contingency. Hero procedure. +| G.16 Self-monitoring. Self-recording, self-observation. + G.16 Self-evaluation. Self-assessment. +G.16 Self-directed systematic desensitization. Graduated exposure. +G.16 Massed practice. Negative practice. +G.17 Response cost. Penalty. + G.17 Existing cache response cost. Direct fine. +G.17 Time-out from positive reinforcement. Time-out. +G.17 Non-exclusionary time-out. Inclusion time-out. +— G.17 withdrawal of a specific positive Withdrawal of materials. +reinforcer. +| G.19 Symbolic matching-to-sample. Arbitrary matching. +. G.19 Reflexivity. Generalized identity matching. +G.19 symmetry. | Mutual entailment. +Please Do Not Duplicate 457" +458,"PTE ABA Excim Stucly Manual AKAs: G19 - H.6 +DOMAIN TERM a.K.U. +G.19 Transitivity. Combinatorial entailment. +GIS Stimulus equivalence. Combined test for equivalence. +Adjunctive behaviors. Schedule induced behaviors. +Recovery from punishment. Transient effect. +Procedural integrity. Treatment integrity, treatment fidelity. +458 © 2012 - 2024, Pass the Big ABA Exam" +459,"PTB ABA Exam Study Manual Domain A: Review Qs Answer Key + REVIEW Qs: ANSWER KEY +DOMAIN A: BEHAVIORISMAND———~S~S + PHILOSOPHICAL FOUNDATIONS + 1. Behaviorism, experimental analysis of behavior, applied behavior analysis, and professional +practice guided by the science of behavior analysis. +| 2. Baer, Wolf, Risley; Journal of Applied Behavior Analysis, 1968. +| 3. Description. + 4. 1A, 2F, 3E, 4B, 5G, 6E, 7D, 8C. + 5 6©1,2,8,9. +6. Empiricism. +| 7. Control. +8. False. +| 9. Experimental analysis of behavior. +| | 10. Behavioral, applied, technological, conceptually systematic, analytic, generality, effective. +ll. Description, prediction, control. +12. Pragmatism. +13. Experimental analysis of behavior. +14. Historically, behaviorists believed that for an event to be classified a behavior, it had to be +| directly observable and private events were seen exclusively as mentalistic processes. +15. Selectionism. +16. Conceptually systematic. +17. Radical behaviorism. +18. Professional practice guided by the science of behavior analysis. +| 19. Prediction. +| 20. Applied. +Please Do Not Duplicate 459" +460,"PTB ABA Exam Study Manual _ +ms +C) +os +460 © 2012 ~ 2024, Pass the Big ABA Exarn _—_" +461,"PTB ABA Exam Study Manual Domain B: Review Qs Answer Key + REVIEW Qs: ANSWER KEY +| DOMAIN B: CONCEPTS AND PRINCIPLES + 1. Negative punishment. + 2. Response class. +| 3. Lag schedule of reinforcement. +— 4,-1D,1E, 1G, 2A, 2B, 2C, 2F, 2H. + 5. False. +| 6. Respondent extinction. + 7. Positive reinforcement. +8. SP. +9. ‘False. +10... Masking. +IN. Aknee jerk, tripping on a banana peel, thinking about a friend, crying. +| 12, 1C, 2E, 3A, 4D, 5B. +13. Abative effect. | +14. Mand, tact, echoic, intraverbal, textual, transcription. +| 15. Respondent behavior. +16. Rule-governed behavior. + 17, Escape and avoidance. +18. False. +| 19. Matching law. +| 20. Response generalization. + 21. Stimulus. +Please Do Not Duplicate 461" +462,"PTB ABA Exam Study Manuai Domain 8: Review Qs Answer Key _ +22. The value of a reinforcer increases. = +23. Observational learning. O +24. Emergent relation. C) +25. 1D, 2E, 3F, 4B, SC, 6G, 7H, 8A. C) +26. Stimulus. C) +27. Concurrent, multiple, mixed, and chained. +28. IC, 2A, 3B. ~ +29. Variable interval. = +30. {fits presentation, contingent on a behavior, results in a decrease of that behavior. A +' 31. Conditioned stimulus. co +32. Convergent control. C) +33. Concurrent schedule. C) +34. Progressive ratio schedule of reinforcement. CO) +35. Textual. ~ +36. Discrimination. ~ +37. Maintenance. x +38. Behavioral momentum. a +39. Concurrent schedule. O +40. Planned model. Co) +462 @ 2012 - 2024, Pass the Big ABA Exam (CO" +463,"PTB ABA Exam Study Manual Domain C: Review Qs Answer Key + REVIEW Qs: ANSWER KEY +| DOMAIN C: MEASUREMENT, DATA DISPLAY, + + 1. Reliability. + +2. Lower. + +' 3. Momentary time sampling. +4, Product measures. + +5. Constraint. +| 6. Indirect measurement + +7. False. + +8. Partial interval recording. + + 9. True. + 10. Interresponse time. + +I. = Whole interval recording. +| 12. Higher. + +13. Continuous recording. + +14. True. + +15. 1D, 2C, 3G, 4A, 5E, 6B, 7F. + +16. Measurement artifacts. + +17, Percentage. + +18. Dosage. + + 19. 57%. + +20. 17%. + +2). 90%. + +Please Do Not Duplicate 463" +464,"PTB ABA Exam Study Manual Domain C: Review Qs Answer Key Cc +22. 67%. 5 +23. 50%. CO) +24. 33%. C) +25. 33%. C) +26. 1G, 2H, 3F, 4I. 5B. 6D. 7J. 8E, 9A, 10C, TIK. +27, Equal-interval graph. ~ +28. Objective, clear, and complete. +29, Rate. = +30. Level, trend, and variability. oO +31. Level. C) +32. Trend. O +33. Trials to criterion. OC) +34. Duration. ~ +35. True values. = +464 © 2012 ~ 2024, Pass the Big ABA Exam ~" +465,"PTB ABA Exam Study Manual Domain D: Review Qs Answer Key + REVIEW Qs: ANSWER KEY +| DOMAIN D: EXPERIMENTALDESIGN + 1. Prediction, verification, and replication. + 2. Group design. +3. Single-case design. +| 4. NCR reversal technique. +| 5. B-A-B reversal design. +| 6. Multiple treatment reversal design. + 7. Three. + 8. Ascending, descending, variable, stable. +9. Steady state responding. +10. Nonparametric study. +| ll. False. +| 12, Comparative analysis. +«WS. Irreversibility. +14. Independent variable. +. 15. Measurement confounds, lV confounds, subject confounds, setting confounds. +- 16. Maturation. +17. 1A, 2G, 31, 4E, 5F, 6B, 7J, 8H, 9D, 10C. +18.) 1A,D, 12. B, G, J; 3. C, E, K; 4. A, H, J; 5. C, D, F, I. +a 19. External validity. +| 20. Internal validity. +21. Reversal design. +Please Do Not Duplicate 465" +466,"PTB ABA Exam Study Manual Domain D: Review Qs Answer Key —_ +22. Reversal design. = +23. Multiple probe design. os +24. Dependent variable. C) +25. Prediction. C) +28. The effectiveness or reliability of the IV. C) +27, One. O) +28. One. ~ +29. The participant's behavior at baseline levels. = +30. Stable and descending pattern. x +31. True. a +32. Bootleg reinforcement. C) +33. 1B, 2D, 3A, 4C. C) +34. Drop out component analysis. CO +35. Single-case design. aa +466 © 2012 ~ 2024, Pass the Big ABA Exam CO" +467,"PTB ABA Exam Study Manual Domain E: Review Qs Answer Key +REVIEW Qs: ANSWER KEY +e +DOMAIN E: ETHICAL AND PROFESSIONAL ISSUES +; 1. False. + 2. Physical or emotional harm, inadequate training results in poor quality of service delivery, +unfair or inequitable client treatment, ineffective programming, missed due dates that + impact services, delays in progress, regression, worsened current concerns; loss of + opportunities for self-determination and choice, exploitation of vulnerable people, +inappropriate multiple relationships confound treatment, conflicts of interest impact service +provision, breached privacy, traumatic therapeutic experience, loss of trust in ABA or other +supportive services, avoidance of future services, loss of time, loss of money, impact to, or loss +of, services or placement. +/ ' 3. 5% of the hours spent engaging in behavior-analytic services/month. +_ 4, True. +5. Offensive or derogatory jokes, racial slurs, micro-aggressions, inappropriate sexual behavior, +unwelcome comments about personal characteristics, offensive or derogatory images. +. 6. Feedback from others, as well as client and supervisee or trainee outcomes. + 7, Attend ABA conferences, read updated literature, attend workshops, receive mentorship, join +a community of practice. + 8. Professional development, mentorship, verification of competency, and product submission. +9. True. +10. Two years. +ll. Benefit others; treat others with compassion, dignity, and respect; behave with integrity; +ensure competence. + 12, Two years. +13. At least six months after the relationship ends. + 14. Invalidation of certificate, revocation of certificate, suspension of certificate or eligibility, +| practice restriction, and mandatory supervision. + 15. “These interventions are not behavioral in nature and are not covered by my BACB +certification.” +Please Do Not Duplicate A467" +468,"PTB ABA Exam Study Manuat Dornain &: Review Qs Answer Key oo } +16. Eight, three. oY +17. To protect the client from harm, to disclose protected information when seeking informed C) +consent, to obtain payment for services from funders, to prevent potential crimes,and when +court ordered. (3) +18. Client welfare is the first priority, a client’s right to choose, and the principle of least Nad +restrictiveness. -_ +19. Four. Cc) +20. 1E, 2B, 3A, 4D, SC, 6F. C) +21. 1D, 2B, 3A, 4C, BE. LU +22. The statement on restraint and seclusion. aa +23. False. +24. Scope of competence. as +25. Cultural responsiveness. CTY +26. Confidentiality, that informed consent was obtained before sharing, content is only used for +the intended purpose and audience. cs +27. Client has met all goals, client is not benefiting from the service, exposure to harmful — +conditions, client and/or relevant stakeholder requests discontinuation, relevant stakeholders \...’ +are not complying with the behavior-change intervention, services are no longer funded. oof +28. Human rights, legal rights, rights codified within behavior analysis, and organization rules oN +designed to benefit the client. ~ +29, Health Insurance Portability and Accountability Act (HIPAA). a +30. Wyatt vs. Stickney. of +31. No. ) +32. There is no limit. However, it should be a volume that ensures effective supervision. C) +33. Practice. C) +34. $10 USD. i +35. Obtain informed consent, include a disclaimer about informed consent, publish in a manner ad +that reduces the potential for sharing, prevent and correct misuse of the shared information. ©) +Co) +468 © 2012 - 2024, Pass the Big ABA Exam a" +469,"PTB ABA Exam Study Manual Domain F: Review Qs Answer Key +REVIEW Qs: ANSWER KEY +, e +DOMAIN F: BEHAVIOR ASSESSMENT + + 1. Automatic reinforcement. + +2. Paired, multiple, and single. + +3. School-based, medical, and historical. + +4. Capacity, voluntariness, and knowledge. + +5. Demand. + +6. 1B, 2A,3C. + +7. ABC continuous, ABC narrative, and scatterplot. + +/ . 8. Collaborating with family or community, ensuring the assessor's cultural responsiveness and +humility, culturally responsive communication, culturally responsive assessment activities, +culturally responsive target behavior choices, culturally responsive data collection, +considering culture in analyzing assessment data. + +9. Contingent attention, contingent tangibles. + +10. Behavioral interview, behavior checklists, and rating scales. + Why. + +12. Dangerous behaviors. + +13. Access to tangibles. + +14. Escape/negative reinforcement. + +15. Standardized tests, criterion-referenced assessment, curriculum-based assessment, + ecological assessments, direct observation, and discrepancy analysis. + +16 Precursor FA. + +17. Attention. + +18. Scatterplot recording. + +19. Discrepancy. + +Please Do Not Duplicate A69" +470,"PTB ABA Exam Study Manucll Domain F: Review Qs Answer Key oN +20. ABC continuous recording. oo +21. Attention is given/a mild reprimand. mo +22. Presentation of a demand. C +23. Synthesized FA. ( ) +24. 1:D,F)2:B,C,E;3:A4,G. _! +25. Behaviors that pose a danger, behaviors client will use often, long-lasting behaviors or skill a + +deficits, behaviors that will produce high rates of reinforcement, behaviors that are needed ( \ + +for future skill development and independent functioning, behaviors that will reduce negative + +or unwanted attention, behaviors that will produce reinforcement for significant others,and = (__} + +behaviors likely to change with intervention. oo"" +26. Functional analysis. a +27. Diverse needs, context, and resources. fo +28. Approach, contact, and engagement. Cy +29. Alone. (2 +30. 1:C,H,L; 2:B,£, G;3:A,L; 4:D,1; 5: A, K; 6:F, J. Ld +470 © 2012 - 2024, Pass the Big ABA Exam “oa" +471,"PTB ABA Exam Study Manual Domain G: Review Qs Answer Key +7 REVIEW Qs: ANSWER KEY +| DOMAIN G: BEHAVIOR-CHANGE PROCEDURES +_ 1 Contrived contingency. +~ 2. NCR. +3. Single opportunity method. +— 4. Alternative/communicative. +5. SDs, +6. DRO. +| 7. Successive discrimination. +«8. 1: A, D, F, G; 2: B, C, E. + 9. Discrimination training. + 10. Shaping across response topography. +ll. = =GCSR. +| 12. True. +13. Antecedent stimulus. +14. Four. +| 15. Symmetry and transitivity. +16. DRH. +17. 1: B, C, F; 2: A, D, E. +18. 1A, E; 2: D; 3: B; 4: C, F, G: 5: H. +| 19. Forward, total task, backward, and backward with leap aheads. +20. Backup. +| 21. IRT. +Please Do Not Duplicate 47" +472,"PTB ABA Exam Study Manual Domain G: Review Qs Answer Key (~s +22, 1:B,G; 2: A,C,E, H; 3:D,F. a +23. 1:B, J; 2:B, C; 3:D, Gf; 4: A, F; 5: E, H, 6: D, F. C4 +24, Reflexivity, symmetry, and transitivity. Cc) +25. Stimulus shape transformations. CO +26. False. ~ +27. True. ~ +28. Equivalence-based instruction. = +29. DRL. = +30. Time-out. 2D +31. Nine. C) +32. $9, response, and consequence. (2 +33. Symbolic model. = +34. Three. +35. 1H; 2G; 3B; 4D; 5A; GF; 7C; BE. = +36. Thin reinforcement gradually. a +37. Shock, overcorrection reprimands, response block, contingent exercise, and RIRD. a +38. Natural s°. C) +39. True. i) +40. Lag-reinforcement. CO +472 © 2012 - 2024, Pass the Big ABA Exam ~" +473,"PTB ABA Exam Study Manual Domain H: Review Qs Answer Key + +7 REVIEW Qs: ANSWER KEY + + ® +DOMAIN H: SELECTING AND IMPLEMENTING INTERVENTIONS +1. The extent to which treatment is implemented exactly as planned and no other unplanned +variables were inadvertently included in treatment. + + 2. Target behavior, specific conditions, non-conditions, mastery criteria, maintenance and + +. generalization, and other measures. + +| 3. Extinction burst, increase in magnitude of behavior, extinction-induced variability, extinction- +induced aggression, extinction-induced emotional behavior, imitation, extinction of desired +behaviors, behavioral contrast, parental concerns. + +4. Conceptually systematic; based on scientific evidence; based on assessment results; +prioritize positive reinforcement procedures; and meet the diverse needs, context, and + resources of the client and stakeholders, likely to maintain under naturalistic conditions. + + 5. Emotional and aggressive responding, escape and avoidance, model of undesirable +behavior, negative reinforcement for the punishing agent’s behavior, behavioral contrast, + + response generalization, parental concerns. +6. False. + +| 7. Manipulating antecedent variables, changing or eliminating the MOs, and changing or +eliminating the S°s. + +8. — Ensuring that intervention is implemented in all of the settings in which behavior occurs. +9. Assessment results, scientific evidence, client preference, and contextual fit. + +. 10. The constructionalist approach is one in which challenging behaviors are replaced with +alternatives instead of just being eliminated, and the eliminative approach is one in which +challenging behaviors are just eliminated. + +ll. Emotional responding, adjunctive behaviors, target behavior is suppressed, approach to + reinforcing agent, behavioral contrast, response generalization, aggressive response, +| transient effect, imitation, decrease in unreinforced behavior, excessive responding, + +stakeholder concern. + +12. Observations, self-reports, questionnaires, behavior rating scales, task analysis to measure + percentage of accuracy. + +13. Renewal. + +Please Do Not Duplicate 473" +474,"PTB ABA Exam Study Manual Domain H: Review Qs Answer Key <->, +14. When predetermined criteria for mastery, generalization and maintenance have been oof +achieved for that goal. Ne +15. False. ~ +16. Resurgence. = +17. Only after desired results have not been obtained using less intrusive means, or when it is as +determined that the risk of harm to the client outweighs the risk associated with the nl +behavior-change intervention. of +18. Poor training, weak definitions, complex interventions, treatment drift, experimenter bias, CO) +reactivity, observer bias, preference. _ +19. True. = +20 Extinction burst. oof +21. Combines the strengths of multiple disciplines to improve client outcomes, provides oN +opportunity to promote the field of ABA, establishes the field of ABA as one that is ~— +collaborative, earns the trust and partnerships of other team members. Co +22. Procedural integrity, prepare stakeholders, reinforcement for multiple alternative behaviors, _ +incorporate multiple sources of alternative reinforcement, train alternative responding os, +separately from problem behavior, delayed reinforcement, fade reinforcement gradually, Nene +extend DRA. of +23. Functionally-equivalent behavior serves the same function as the challenging behavior. CY +Alternative behavior is functionally inequivalent behavior that prevents the target behavior, +24, Risk-benefit analysis, informed consent, assent, collaboration, FBA, least restrictive _ +procedures, reinforcement, build new skills, ongoing monitoring, choice, staff training. Nome! +25. Values and ethics, roles and responsibilities, interorofessional communication, teams and Noe! +teamwork. -_ +474 © 2012 - 2024, Pass the Big ABA Exam —" +475,"PTB ABA Exam Study Manual Domain |: Review Qs Answer Key + REVIEW Qs: ANSWER KEY +e +. DOMAIN I: PERSONNEL SUPERVISION +t= AND MANAGEMENT +1. Seven years. + 2. Proficient staff performance, job enjoyment, motivated staff, positive work environment, job +acceptance, positive clinical outcomes, well-informed supervisors, positive supervisory + experience, and fewer concerns. +3. Instruction, task demonstration, practice with feedback until the predetermined criteria is met, +and evaluation. + +4. Any individual accruing fieldwork/experience toward fulfilling eligibility requirements for +BCaBA® or BCBA® certification. + +8. The ways in which a person's race, gender, sexuality, disability, and other identities intersect. + +6. The trainee’s current job tasks and responsibilities. + +7. Review permanent product, discussion-based competencies, and performance-based +competencies. + +8. Describe the skill, written description of the skill, model skill, practice the skill, deliver feedback, + + repeat previous steps until competency. +| 9. Track supervisee’s new skills and knowledge, client/stakeholder satisfaction, reduction in +errors, client outcomes, supervisee satisfaction, and employer feedback. + +10. An explanation of its purpose, a description of the specific professional development activities +to be completed by the supervisor and trainee, performance and evaluation criteria as well + +. as conditions for signing off on hours, terms for a continued supervisory relationship, terms for +termination of the supervisory relationship, a description of consequences for failure to +adhere to contract terms. + +ll. Experimental, descriptive, and indirect. + +12. Supervisors should support the diverse needs of supervisees, in order to equalize the +supervisory experience regardless of gender, race, nationality, gender identity, gender +expression, personal or social circumstances, or socio-economic backgrounds. + +| 13. Identify desired client outcomes, specify what staff must do for the client to attain desired +outcome, train staff in those performance skills, monitor staff performance, support proficient +staff performance, correct non-proficient staff performance, continuously evaluate staff +performance and client outcomes. +Please Do Not Duplicate 475" +476,"PTB ABA Exam Study Manual . Domain I: Review Qs Answer Key rc *y +14. — Informal monitoring. wT +15. Training; task clarification and prompting; resources, materials, and processes; performance { ) +consequences, effort, and competition. a +16. 1G, 2D, 3E, 4E, 5A, 6B, 7C. _ +17. The employee's direct supervisor. -_ +18. Staff lack needed skills to perform specific duties, insufficient resources, staff physically Cy +unable to perform certain skills, staff lack motivation. a +19. Onacontinuous basis. — +20. Start with positive or empathetic statement, specify what was performed correctly, specify oN +what was performed incorrectly, specify what needs to be done to correct behavior, solicit ~— +questions about the information provided, inform about subsequent supervisory actions Cy +regarding the behavior, end with a positive or empathetic statement. — +476 © 2012 - 2024, Pass the Big ABA Exam =" +477,"C) PTB ABA Exam Study Manual Subject Index: A ~ B +(\) SUBJECT INDEX +(”) Page numbers indicate approximately where the topic begins. +) A Automatic reinforcement 52 +Cc) ABA 27 Automatic reinforcement extinction 70 +“\ Abative effect 81 Automatic reinforcement pattern, FA 287 +ial p +€) ABC continuous recording 277 Automaticity of 54 +on reinforcement/punishment +©) ABC narrative recording 279 +~ o, . Aversive stimulus 49 +€ 5 Abolishing operation 81 +~~ Avoidance contingency 47 +O Accuracy 163 +© Adaptation 176 +oO) Add-in component analysis 205 B +O Additive effects 204 B-A-B reversal 1g +O Adjunctive behaviors 391 Backup reinforcer 326 += Affirmation of the consequent 182 Backward chaining 346 +C) Alone condition, FA 287 Backward chaining with leap aheads 346 +© Analytic 29 Bar graph 155 +OO Antecedent interventions 328 Baseline data 179 +© Application of the Code 217 Baseline logic 181 +C} Applied 28 Behavior 35 +2 Arbitrary stimulus class 39 Behavior analysis, branches of 27 +C Ascending baseline 180 Behavior analyst, Code’s definition of 217 +C) Assent, Code’s definition 207 Behavior chain 342 +Cy Assessment 251 Behavior checklist 262 +() Attention function, FA 286 Behavior cusp 297 +oO Attrition 176 penevioral services, Code’s definition 307 +ey Autoclitic 105 . +Sat Behavior trap 36] +Cy Autoclitic mand 106 . . +— Behavior-altering effect 80 +ey Autoclitic tact 106 . . . +©) Behavior-change intervention, Code’s 307 +oO Automatic punishment 53 definition of +wea” +CD +a Please De Not Duplicate 477 +an" +478,"PTB ABA Exam Study Manual Subject Index B - C on +Behavioral 28 Concurrent chains design 5 +Behavioral contrast 392 Concurrent schedules of 66 -_ +: : : reinforcement soe +Behavioral interview 260 on +. Concurrent schedules reinforcer oe +Behavioral momentum 12 assessment 2/2 of +Behaviorism 27 Condition change line 153 Cy +Block trial 353 Conditional discrimination 330 +Bootleg reinforcement 177 Conditional probability 277 oy +Breaking point 65 Conditioned motivating operation 84 on +Brief FA 291 Conditioned punisher 56 > +Conditioned reinforcer 55 s + +Cc Conditioned response 42 _ +Celeration 129 Conditioned stimulus 42 = +Chained schedules of reinforcement 68 Conflict of interest, Code’s definition of 236 +Chaining 342 Confounding variables 1 +Changing criterion design 201 Consequence AA ae, +Classical conditioning al Constructional approach 208 +Client, Code's definition of 253 Contingency dependentintervention 328 _ +Clients’ rights, Code’s definition of = 244 Contingency independent intervention 329.’ +Code, Ethics code for behavior 217 Contingency-shaped behavior ss) +analysts _, +. Contingent attention condition, FA 285 +Codic 102 — +wae as . Contingent escape condition, FA 286 « + +Common bidirectional naming ml ~ +oo Continuing education units (CEUs) 223 =) + +Common stimuli, program 358 seo +. . Continuous measurement 134 oN +Comparative analysis 204 ‘nae +. Contrived contingency 310 \ + +Component analysis 204 eau +. Contrived free-operant observation 268 <>, +Component behaviors 298 a! +Control condition, FA 24 of +Compound schedules of 66 i +reinforcement assessment Control, scientific understanding 288 es +Conceptually systematic 29 Controlled relation 114 oN +5 +478 © 2012 - 2024, Pass the Big ABA Exam Som" +479,"(7) PTB ABA Exam Study Manuel Subject Index C - D +C) +Cc) Controlled response 376 Differential negative reinforcement 315 +— of incompatible/alternative behavior +("") Convergent control 107 +we a. Differential reinforcement 31 +oe Core principles, Code 217 ‘ +ene ; . Differential reinforcement of +& Corrective actions 221 alternative behavior 314 +(7) Cost-benefit analysis 139 Differential reinforcement of 309 +oo Count data 129 diminishing rates of responding += Criterion-referenced assessment Differential reinforcement of high rates 399 +(J (cra) 265 of responding +©) cultural humility 239 Differential reinforcement of 315 +erm incompatible behavior +©"") Cultural identity 256 +oy ; Differential reinforcement of low 319 +«_,) Cultural responsiveness 240 rates of responding +() Cumulative record 155 Differential reinforcement of other 316 +() Curriculum-based assessment (CBA) 265 behavior +oO Digital content, Code’s definition of 232 +O D Direct assessment 263 +oO Data 108 Direct measures of behavior 126 +ey Data path 154 Direct replication 174 +of Data points 154 Discontinuous measurement 134 +Nose ‘ * +~O Definitional measures 131 Discrepancy analysis 266 +Oy Delayed multiple baseline design 199 Discrete-trial teaching (DTT) 35] +oO Delays to reinforcement schedule 66 Discriminated avoidance 48 += Dependent group contingency 356 Discriminated operant 73 +Co Dependent variable 173 Discrimination training 76 + Derivative measures 130 Discrimination, stimulus 33] +oy +CD Derived stimulus relations 372 Discriminative effects of punishment 49 +Cc? Descending baseline 179 Discriminative stimulus 72 +CD Description, scientific understanding 23 Divergent control 107 +C) Descriptive assessment 276 Dosage 164 +() Determinism 24 DRO/DRA/DRI reversal technique 19] +q +CD +©) Please Do Not Duplicate 479" +480,"PTB ABA Exam Study Manual Subject tndex: D - F Cy +Drop-out component analysis 204 Experimental analysis of behavior 7 () +(EAB) a + +Duplic 92 oe +Experimental control 177 a, + +Duration 132 i} +Experimental design 177 — + +Experimentation, philosophical 26 — + +E assumptions co +Echoic 99 Extended mand 95 Cc) +Ecological assessment 264 External validity 7 +Effective 30 Exteroceptors 38 CY +Eliminative approach 390 Extinction burst 69 C) +Emergent mand relations no Extinction, operant 394 C) +Emergent relations 109 Extraneous variables 175 = +Emergent tact relations no C) +F om, + +Empiricism 25 i +. Fading, stimulus prompts 336 wm, +Environment 35 i) +Family Educational Rights and Privacy 55, a + +Environmental constraint 165 Act (FERPA) co) +Equal-interval graph 151 Faulty stimulus control 75 C) +Equivalence class 374 Feature stimulus class 39) +Equivalence-based instruction 369 Fixed interval 62 C-) +Errorless learning technique 33] Fixed ratio 59 —_ +Escape contingency 47 Fixed time 325 - +Escape function, FA 287 Fixed-interval DRO 318 of +Establishing operation 80 Fixed-momentary DRO Se +Ethical principles of psychologists and, , 4 Fluency 130 oY +code of conduct Formal similarity 91 a +Evocative effect 80 Formal stimulus class 38 = +Exact count-per-interval |OA 145 Forward chaining 343 — +Exclusionary time-out 368 Four-term contingency 330 so +Expanded trial 353 Free-operant avoidance 48 — +480 © 2012 - 2024, Pass the Big ABA Exam a" +481,"CO PTB ABA Exam Study Manual Subject Index: F - | +E ) Free-operant behavior 130 H + +("") Free-operant observation 268 Habilitation 295 +("""") Free-operant teaching 355 Habit reversal 377 +€"") Function-altering effect 82 Habituation 4l +(7) Functional analysis (FA) 283 Hancock vs. Avery 244 +eC Functional behavior assessment 259 Health insurance portability and 095 +“"" (FBA) accountability act (HIPAA) + +~ Functional communication training 21 Source instructional an +C) Functional relation 29 + +Cy Functional stimulus class 39 i + +(>) Functionally-equivalent behavior 390 Imitation training n4 +(>) Functions of behavior 276 Impure mand 108 +oO Impure tact 108 +o G In-the-moment reinforcer analysis 273 +oO General case analysis 361 Independent group contingency 357 +2 Generality 30 Independent variable 173 +oO Generalization 77 Independent variable confounds 176 +=», Generalized conditioned punisher indirect assessment 260 +CO (GcsP) 8 Indirect measures of behavior 127 +C) Generalized conditioned reinforcer 55 Indiscriminable contingencies 360 +CO (Scsr) Individuals with disabilities act (IDEA) 244 +ems, Generalized imitation 4 + +C) Informed consent, Code’s definition of 207 +om, Generative performance NO + +CO) Initial criterion for reinforcement, 310 +- Generic tact extension 101 formula + +a Graduated guidance 334 Instructions and rules 337 +— Graphs, equal-interval 151 Inter-trial interval 352 +WO Group contingencies 355 Interceptors 37 +O Group designs 184 Interdependent group contingency 356 +- Intermittent reinforcement 57 +CO | + +7 Please Do Not Duplicate 48)" +482,"PTB ABA Exam Study Manual Subject Index:f-M .~—— +Internal validity 173 Maintenance, response 362 C) +Interobserver agreement 143 Mand 93 Cy +Interresponse time 133 Masking 74 -_ +Intersubject direct replication 174 Mass trial 353 TY +Interval DRO 318 Massed practice 377 -_ +Interval schedules 61 Matching law 112 oo +Interval-by-interval lOA 147 Matching-to-sample 369 ~~ +Intrasubject direct replication 174 Maturation 176 a +Intraverbal 97 Mean count-per-interval IOA 144 = +(ABN bidirectional naming i Mean duration-per-occurrence IOA 147 a +I-BiN (3 +Mean level line 159 — +irreversibility 187 (3 +Measurement artifact 141 ~~ +Measurement bias 143 a +L cS +Measurement confounds 175 Pome +Lag schedule 65 . . of +Median level line 160 ‘ae! +Latency 133 | of +Mediation 359 ! +Latency-based FA 292 . ; aa +Metaphorical tact extension 100 Nae! +Least-to-most prompting 334 ; . a +Metonymical tact extension 100 uw +Legally authorized representative, 254 ; os, +Code’s definition of Mixed schedule of reinforcement 69 co +Level 159 Model 113 C) +Limited hold 65 Modeling 337 C) +Line graph 15] Momentary DRO 318 ( +Listener responding 104 Momentary time sampling 136 Cc) +Loosely train 258 Most-to-least prompting 334 CS +Motivating operation 79 oN +M Multielement design 19} of +Magical mand 95 Multiple baseline design 191 as +Magnitude 13] Multiple exemplar training 359 = +C) +482 © 2012 - 2024, Puss the Big ABA Exam on," +483,"CY PTB ABA Exar Study Manudi Subject Index: M = P +Cc) Multiple opportunity method, task 350 Nonconcurrent multiple baseline 900 +O analysis design +ao Multiple probe design 198 Noncontingent reinforcement 324 +_., Multiple relationship, Code’s definition 736 Nonparametric analysis 205 +O of Normalization 297 +C) Multiple schedule of reinforcement 68 +C) Multiple schedule reinforcer +274 o + +ce assessment + +a ; oo Observational learning 16 +eo Multiple stimuli with replacement 270 +‘preference assessment (MSWI) Observer bias 175 +CO Multiple stimuli without replacement —_, Observer drift 142 +€"") preference assessment (MSWO) Observer reactivity 143 +() Multiple stimulus preference 270 Occurrence data 129 +am assessment +C) . . Ontogenetic 43 +om, Multiple treatment interference 189 +€ “) ; Operant behavior 43 +a. Multiple treatment reversal design 193 +C) aree Operant conditioning 43 + +“Multiplicative effects 204 +Cc) Operational definition 125 +C) N Overcorrection 365 +om O lective stimulus cont 75 +CO) Natural settings FA 291 verselective stimu nro! +_ at . O i +CD Naturalistic free-operant stimulus 268 vershacowing “a +(~) preference assessment +O Naturalistic teaching 353 P +O Naturally-existing contingency 310 Paired stimulus preference 269 +O NCR reversal technique 191 assessment + += Negative punishment 5] Parametric analysis 208 +a Negative reinforcement 46 Parsimony 25 +. me Negative reinforcement extinction 70 Partial interval recording 38 +C Negative teaching examples 361 Percentage 130 +C) Neutral stimulus (NS) 42 Performance monitoring 429 +© Non~exclusionary time-out 368 Philosophical doubt 26 +© , + +im Please Do Not Duplicate 483" +484,"PTB ABA Exam Stucly Manual Subject Index: P- R/S +Phylogenic 40 Pure verbal behavior 107 ( ) +Pivotal behaviors 297 C) +Planned activity check 137 Q CY +Planned model n4 Quarterly intersect line of progress 162 C) +Point-to-point correspondence 90 co +Positive punishment 50 R cy +Positive reinforcement 46 Radical behaviorism 26 oo +Positive reinforcement extinction 69 Random rotation 353 oof +Post-reinforcement pause 59 Rate 129 = +Practice effects 176 Rating scales 263 7 +Pragmatism 26 Ratio schedules 58 ce +Precursor FA 293 Ratio strain 363. +Prediction, baseline logic 181 Reactivity 75 = +Prediction, scientific understanding 23 Recombinative generalization 110 a +Premack principle 3 Recovery from punishment 402 — +Private events 26 Redundancy prompt 333 = +Procedural integrity 403 Reflexive CMO 95 ‘! +Product measures 127 Reflexivity 372 _ +Professional practice guided by the 28 Reinforcement 45 Nae! +science of behavior oN +Progressive-ratio schedule of 65 Reinforcer assessment 272 a +reinforcement Relational frame theory 375 fe +Progressive-ratio schedule reinforcer 275 Relevance of behavior rule 296 LS +assessment a +Reliability 142 Nam + +Prompting procedures 232 oN +Repeatability measures 128 Nt + +Proprioceptors 37 oo; +P P Repeated reversal design 188 Ld +Public statement, Code’s definition of 225 ; om +Repertoire 35 ‘a + +Punishment 49 oo. ; ; — +Replication, baseline logic 183 (> + +Pure mand 108 Lo. . . coon, +Replication, philosophical 26 i + +Pure tact 108 assumptions _— +CD + +484 © 2012 - 2024, Pass the Big ABA Exam =" +485,"(PTB ABA Exam Study Manual Subject Index: R ~ $ +C) + +C) Research participant, Code’s 207 scope of competence, Code’s 223 +‘eo definition of definition of + +oO Research review committee, Code’s 4, Scope of the Code 217 += definition of Scored interval IOA 147 + Research, Code’s definition of 206 Seclusion time-out 368 +C Respondent behavior 40 Selectionism 25 +C Respondent conditioning Al Self-administered consequences 377 +C3 Respondent extinction 7\ Self-directed systematic 377 +CY Response 25 desensitization + +e&) Response block 365 Self-evaluation 377 +©"") Response class a5 Self-instruction 377 +CO Response cost 366 Self-management 376 +on . as Self-management, program for + +©} Response differentiation 340 generalization 359 +() Response generalization 78 self-monitoring 376 +() Response prompts 332 Sequence effects 190 +C"") Resurgence 401 Setting confounds 177 +Cc) Reversal design 186 Setting events 80 +Cc) Right to effective behavioral 245 Shaping 338 +, treatment . Co, + +Cc} Simple discriminations 329 +“Right to effective education 245 + +C) Single opportunity method, task 349 +~~ Risk-benefit analysis 399 analysis + +ey + +C Rule-governed behavior 88 Single stimulus preference 97) + +C) assessment + +Cc 5 Single-case designs 186 + +eC Social media channel, Code’s 93] +—~ Sanctions 22] definition of + +(2 seate break 152 Social validity 296 + +\’ Scatterplot 157 Socially mediated contingency 54 + +CO scatterplot recording 266 Socially significant target behavior 296 + +i) Schedules of reinforcement 56 Solecistic tact extension 100 + +C) + +CO) + +_ Please Do Not Duplicate 485 + +(ou" +486,"PTB ABA Exam Study Manual Subject Index: 8 -T ue, +Speaker, verbal behavior 89 Systematic replication 174 cy +Split-middle line of progress 161 co +Spontaneous recovery 40] T - +Stable baseline 18] Tact 99 oy +Stakeholder, Code’s definition of 253 Tact extensions 100 as +Standard celeration chart 158 Tangible condition, FA 239 sy +Standardized tests 264 Tangible function 289 a +Statement on restraint and seclusion 245 Task analysis 349 = +Steady state responding 18] Technological 28 ~ +Steady state strategy 131 Temporal dimensions of behavior 132 a +Stimulus 37 See! +Temporal extent 132 oN + +Stimulus class 38 See! +Temporal locus 132 a + +Stimulus control 72 el +Temporal stimulus class 38 on + +Stimulus delta 73 i +Coe Testimonial, Code’s definition of 229 — + +Stimulus discrimination 76 ve +. . Textual 102 wo, +Stimulus equivalence 372 , +Stimulus fading 336 Thinning intermittent reinforcement 363 oO +Stimulus generalization 7 Third party, Code’s definition cf 235 o> +Stimulus preference assessment 266 Three-term contingency 329 -_ +Stimulus prompt 339 Time delay prompting 335 of +Stimulus salience 74 Time sampling procedures 135 ~ +Stimulus shape transformation 336 Time-out 367 = +Subject confounds 176 Token economy 326 = +Successive approximations 339 Topography 131 = +Superstitious mand 95 Total count iOA 144 = +Supervisee, Code’s definition of 426 Total duration IOA 146 ~ +Surrogate CMO 84 Total-task chaining 344 ‘~/ +Symmetry 373 Trainee, Code’s definition of 420 Ned +Synthesized FA 293 Training duration 139 ow, +486 © 2012 - 2024, Pass the Big ABA Exam oo," +487,"~ PTB ABA Exctm Study Manual Subject Incex: T - W +©"") Transcription 103 Variable interval DRO 318 +C *) Transient effects 393 Variable momentary DRO 318 +CO Transitive CMO 86 Variable ratio 60 +C) Transitivity 373 Verbal behavior 89 +© Treatment drift 404 Verification 182 +Oo Trend 160 + +O- Trial-based FA 291 Ww + +O Trial-by-trial IOA 146 Warm-up effects 77 +oO Trials to criterion 138 Website, Code’s definition of 231 +_ Type | error 185 Whole interval recording 135 +a Type Il error 185 wyatt vs. Stickney 246 +Oy + +© Unconditioned motivating 83 + +CY operations + +CO) Unconditioned punisher 55 + +© Unconditioned reinforcer 54 + +© Unconditioned response 42 + +CO Unconditioned stimulus 42 + +ry Undifferentiated pattern, FA 289 + +w Unplanned model 14 + +~ Unscored interval lIOA 148 + +- Validity 140 + +Co Value-altering effect 79 + +C) Variability 162 + +©”) variable baseline 180 + +("") Variable interval 63 + +C) + +OC) Please Do Not Duplicate 487" +488,"PTB ABA Exam Study Manual = +488 © 2012 - 2024, Pass the Big ABA Exam _" +489,"© +O +© +O +O +O +O : +O +O +O +O +O" +490,"son, + +mea + +“mn. + +Naas + +‘ Nani é +potent, + +i 4 +pian, + +: \ +Sunni +ees +4 } +-eaavan +eN + +“sansnanad! +avouinee +e y +i ‘ +Berens +i ‘ +ss / +“Seaman +posi, +? ‘ +mane +i 3 +“ecceatcie +coy +: s +“remit +i } +ene +pony, +é x +Msn! ° +pis, +# "" +4 : +Nerccnneand"