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BCAT Practice Test Questions | 100% Correct
Answers | Verified | Latest 2024 Version
Autism is a: A. Neurodevelopment Disorder B. Mood Disorder C. Metabolic Disorder - ✔✔A ASD is characterized by: A. "Difficulties with reading, writing and math" B. "Difficulties in social interaction, communication and repetitive behaviors" C. "Difficulties with communication, acting out and academics" D. "Difficulties with following instructions and self harming" - ✔✔B ABA is the cure for autism A. TRUE B. FALSE - ✔✔B The three term contingency is A. Antecedent-Behavior-Consequence B. Lions-Tigers-Bears C. Environmental Event-Behavior-Consequence D. Antecedent-Behavior-Reward - ✔✔A
Behavior must: A. Occur outside of the person B. Be observable by another person C. Be defined as good or bad D. A and B - ✔✔D We seek to understand how ________ influence the occurrence of behavior A. Everything B. Private Events C. Environmental events D. Rewards - ✔✔C Which is not an area we would work on with our clients? A. Hitting classmates B. Communication C. Feeling Angry D. Difficulties with social interaction - ✔✔C Frequency is: A. The length of time it takes to START a behavior after the instruction is given B. Assigning numbers to different prompt levels C. The number of times the behavior occurs D. The length of time that a behavior occurs - ✔✔C
Scatterplot A. The length of time a behavior occurs B. The number of times the behavior occurs C. When the target behavior occurs D. The behavior is recorded as a (+) if occurs at least once at any point during the interval - ✔✔C Duration A. The ratio of number of times a behavior occurs per unit of time B. The length of time it takes to START a behavior after the instruction is given" C. The number of times the behavior occurs D. The length of time a behavior occurs - ✔✔D Prompt Level A. When the target behavior occurs B. Assigning numbers to different prompt levels C. Count of Behavior/number of opportunities X 100 D. "Records the antecedent, behavior and consequence of problem behaviors" - ✔✔B Partial Interval Time Sampling A. The behavior is recorded as a (+) if occurs at least once at any point during the interval B. The target behavior is recorded as a (+) if occurs throughout the entire interval C. The time it takes to START a behavior after the instruction is given D. The number of times a behavior occurs - ✔✔A
Latency A. The length of time that a behavior occurs B. When the behavior occurs C. The length of time it takes to START a behavior after the instruction is given D. Count of behavior/number of opportunities X100 - ✔✔C Positive reinforcement is when you add a stimulus to the environment to increase the future frequency of that behavior. A. TRUE B. FALSE - ✔✔A Low effort responses should receive the most powerful reinforcers. A. TRUE B. FALSE - ✔✔B Positive reinforcement should be delivered: A. Immediately after the desired behavior B. at the end of the session C. After you record the data - ✔✔A The following is an example of an unconditioned reinforcer: A. TV B. Food C. Iphone
A. True B. False - ✔✔B Yelling "no talking" to a group of noisy students is an example of negative reinforcement. A. True B. False - ✔✔B You should use intermittent reinforcement when teaching a new skill. A. True B. False - ✔✔B Pressing 'start' on the microwave and the microwave beginning is on what type of schedule of reinforcement? A. continuous reinforcement B. intermittent reinforcement - ✔✔A A schedule of reinforcement tells you: A. When to deliver a reinforcement B. What reinforcer to deliver - ✔✔A What produces a post-reinforcement pause? A. FI B. VI C. FR
D. VR - ✔✔A & C
Delivery of reinforcement after every 5 baskets made during a game is an example of what type of schedule of reinforcement? A. FI B. VI C. FR D. VR - ✔✔C Checking your email throughout the day is maintained by what schedule of reinforcement? A. FI B. VI C. FR D. VR - ✔✔B Variable schedules of reinforcement produce steady rates of responding A. TRUE B. FALSE - ✔✔A Tokens can be exchanged for: A. candy B. toys C. breaks D. all of the above - ✔✔D
A. Impromptu recovery B. Voluntary recovery C. Spontaneous recovery D. Impulsive recovery - ✔✔C A behavior will decrease more quickly after continuous reinforcement rather than intermittent reinforcement A. TRUE B. FALSE - ✔✔A In extinction of a positively reinforced behavior, the ______________ is no longer delivered after the behavior. A. reinforcer B. baseline C. dependent variable D. antecedent - ✔✔A When using differential reinforcement to reduce problem behavior, the clinician provides _________ for appropriate behavior and __________ for problem behavior. A. "reinforcement; punishment" B. "punishment; withholds reinforcement (extinction)" C. "reinforcement; reprimands" D. reinforcement; withholds reinforcement (extinction)" - ✔✔D If you are using a differential reinforcement procedure, you are using extinction. This means you ignore the client when they engage in problem behavior as long as the behavior does not escalate to a crisis behavior (continuos severe aggression, property destruction, self injurious behavior)
A. TRUE
B. FALSE - ✔✔A
Your client often engages in aggression when you place a demand on him (e.g., tell him to sit at the table, clean up, etc.). The behavior intervention plan includes a DRA and provides instructions on how to reinforce compliance (e.g., when he does sit down or clean up, give him access to a favorite toy). What is missing? A. Description of a punishment procedure B. Instructions on what the parents should do C. Description of an extinction procedure D. Description of reinforcement procedure - ✔✔C What are the essential components of a skill acquisition program: A. Target Goal B. Data Collection Method C. Teaching procedures D. All of the above - ✔✔D Which teaching procedure is therapist directed, structured, and uses contrived reinforcers? A. Natural environment teaching B. Discrete Trial Training C. Shaping D. Differential reinforcement - ✔✔B What teaching procedure uses the ABC contingency to teach goals?
When Julie sees her friend Carlos, she says "Carlos!" and Carlos looks at Julie and says "Hi, Julie!" When Julie sees her friend Tina, she says "Carlos!" and Tina does not look at Julie or say hi. These consequences will eventually lead to Julie only saying "Carlos" when Carlos is present, meaning her response of saying "Carlos" is now under stimulus control. A. TRUE B. FALSE - ✔✔A Which of the following factors is NOT involved in discrimination training? A. Client Response B. Punishment C. Reinforcement D. Discriminative Stimulus - ✔✔B During discrimination training, the RBT provides reinforcement when: A. "The picture of the car is present when the client says "car"" B. "The picture of the bike is present when the client says "car"" C. "The picture of the bike is present when the client says "bike"" D. Both A and C - ✔✔D You are teaching a client to respond correctly to the instruction "sit down." On your first trial you say "sit down" and the client begins running around the room. What consequence should you provide? A. Give him a high five B. "Say "great job" and move on" C. Say nothing and move on D. "Say "that's bad" and tell his parents?" - ✔✔C
A prompt is a response the client makes before making the correct response to a question. A. TRUE B. FALSE - ✔✔B Which of the following is NOT a type of prompt? A. Gesture B. Physical C. Imitation D. Model - ✔✔C What is most-to-least prompting? A. Presenting a stimulus the most amount of times to the least amount B. Letting the client make the most amount of errors to the least amount of errors C. Beginning with the least intrusive prompt and working up to the most intrusive prompt D. Beginning with the most intrusive prompt and working up to the least intrusive prompt - ✔✔D Prompt dependency is always the client's fault because they know being is easier than responding correctly A. TRUE B. FALSE - ✔✔B Which of the following is NOT a way to prevent prompt dependency? A. Fade prompts as quickly as possible
A. Forward Chaining B. Backward Chaining C. Total Task D. None of the Above - ✔✔B Jack is working with a client on getting dressed. The client often stops halfway through the task or completes step out of order. What visual may be helpful for Jack's client? A. First, then Board B. Choice Board C. Task Analysis Visual D. Picture Activity Schedule - ✔✔C While Samantha was working with a client, she said "wait" and then put a timer on the table in view of the client. Why might Samantha have done this? A. The client is in time out B. Samantha is taking duration data C. The timer is a visual aid for the client D. None of the Above - ✔✔C What is generalization? A. A general description of a clients skills B. The ability of the RBT to use their ABA skills with multiple clients C. The ability of the client to use their skills across different people and setting D. None of the Above - ✔✔C
What is one way to promote generalization? A. Talk to the client about the importance of generalization B. Tell the parents that generalization is their responsibility C. Use several examples of stimuli when teaching the client D. All of the above - ✔✔C Tony often gets the attention of his mother by saying "Mommy!" when he sees her. After saying "Mommy!," his mother comes over and gives him a hug. Now, Tony also says "Mommy!" when he sees his father. What is the likely consequence? A. Reinforcement, Tony's father will give him a hug B. Reinforcement, Tony's father will give him a high 5 C. Extinction, Tony's father will not respond D. Extinction, Tony's father will say "No" - ✔✔C Tony often gets the attention of his mother by saying "Mommy!" when he sees her. After saying "Mommy!," his mother comes over and gives him a hug. Now, Tony also says "Mommy!" when he sees his father. His father does not respond. What is the likely result? A. Tony's father will gain stimulus control over the response "mommy" B. Tony will only say "mommy" when he sees his mother C. Tony's mother will gain stimulus control over the response "mommy" D. Both B and C - ✔✔D You are teaching your client (a 13-year-old girl) to identify appropriate peers to interact with. When she attempts to approach a group of similar aged children, you say "great job!" and encourage her to go over. When she attempts to approach a group of 5-year-old children, you don't say anything and redirect her. What type of teaching procedure are you using? A. Chaining
A. Picture Activity Schedule B. Choice Board C. First, then board D. Communcation Visual - ✔✔A Generalization is never the priority. It should only be worked on if there is spare time in the session. A. TRUE B. FALSE - ✔✔B Alicia is teaching Lydia point to the color blue when told "touch blue." First Alicia uses picture cards to teach her. Then, Alicia collects a variety of blue items from around the house and teaches using these items. What is Alicia doing? A. Promoting maintenance B. Promoting stimulus control C. Promoting Generalization D. Trying to confuse Lydia - ✔✔C Phillip has taught his client, Thomas, to identify all of his body parts. At the end of one of his sessions, Phillip asks Thomas' parents to have Thomas identify body parts outside of session. What is Phillip doing? A. Promoting maintenance B. Promoting Generalization C. Promoting Stimulus Discrimination D. Both A and B - ✔✔D A mand is:
A. A label of a stimulus B. A conversation skill C. A verbal imitation D. A request - ✔✔D Which of the following helps individual's verbally communicate? A. Sign Language B. Picture Exchange Communication System C. Oral Language D. All of the above - ✔✔D Which verbal operant do we usually teach a learner first? A. mand B. echoic C. tact D. Intraverbal - ✔✔B Which of the following labels a stimulus within the environment? A. echoic B. mand C. tact D. Intraverbal - ✔✔C During receptive instructions the instructor models the behavior for the learner
