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. 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