Download R&T PRACTICE EXAM 2 CON RESPUESTAS QUESTIONS AND ANSWERS 2024 and more Exams Nursing in PDF only on Docsity!
QUESTIONS AND ANSWERS 2024
- Janelle, a BCBA, asks her client to go to the store and buy one loaf of bread, a stick of butter, and a quart of milk. When he returns she checks his shopping bag to make sure he purchased every item on the list. Janelle is using. A. (^) Momentary Time Sampling B. (^) ABC recording C. (^) Permanent Product recording (Correct Answer) D. (^) Whole Interval recording Feedback: Permanent Product recording is an assessment used after the behavior has occurred to assess the outcome of a behavior. Other examples include number of items correct on a test, number of products assembled, number of shirts without food stains. A-
- The following is an example of a cumulative graph. Characteristics of a cumulative graph include: A. (^) data is recorded only once per day; downward slopes indicate decreasing behavior B. (^) data never decreases; flat lines indicate periods of no performance of the target behavior; steeper slope means more incidence of the target behavior (Correct Answer) C. (^) unstable data patterns; can have both increasing or decreasing trends D. (^) decreasing data, flat lines indicate periods of no performance of the target behavior; steeper slope means a greater decrease of the target behavior Feedback: Cumulative records display behaviors that have occurred over time (CUMULATIVE RECORDS AND GRAPHS NEVER DECREASE). Flat line indicates period of no performance of the behavior, steep slope indicates more incidents of target behavior. A-
- All of the following are ways to collect data EXCEPT.
QUESTIONS AND ANSWERS 2024
A. (^) computer program B. (^) tally marks C. (^) graphs (Correct Answer) D. (^) Xs and Os for occurrence and nonoccurrence of behavior Feedback: There are many different ways to collect data. Most common data collection methods involve hand-marking (tally marks, Xs and Os for occurrence and nonoccurrence of behavior, etc.) and digital tracking via computer or phone apps. It is important to differentiate between recording data and updating graphs. BCBAs and RBTs 1) select the data they want to track, 2) collect data, 3) update graphs, and 4) interpret data using visual analysis. A-
- Continuous measurement procedures include: frequency (how many times a behavior occurs), rate (how many times a behavior occurs per period of time i.e. tantrums per hour), and. A. (^) Whole Interval recording (recording when the behavior occurs throughout an entire interval) B. (^) MST (Momentary Time Sampling, behavior occurring at the end of an interval) C. (^) permanent product (recording of durable products of a behavior after the behavior occurs) D. (^) duration (how long a behavior lasts) (Correct Answer) Feedback: Permanent product, MST, and Whole Interval recording are all discontinuous measurement procedures. Discontinuous measurement does not record every instance of a behavior. A-
- Sarah, an RBT, is tracking to see how long it takes from when she says, "Put your shoes on," to when her developmentally disabled adult client actually begins the process of putting on his shoes. Sarah is tracking. A. (^) Inter-Response Time (IRT) B. (^) Latency (Correct Answer) C. (^) Duration D. (^) Frequency Feedback: Latency measures the time between an antecedent stimuli (the prompt, can also be a cue or signal) and the response. IRT measures the time between the end of one response and the beginning of another. Duration is the time from the beginning of a response until it ends. Frequency is the number of times a behavior occurs. A-
- In order for RBTs to track data, they must have an operational definition of the behavior they are observing and knowledge of the dimension of the behavior they are recording
QUESTIONS AND ANSWERS 2024
part of a skills acquisition plan. As stated in the title, a skills acquisition plan is about acquiring skills, not decreasing a skill, though target behaviors may decrease because a subject learns a replacement behavior/ skill through a skills acquisition plan. Skills acquisition plans are typical for individuals, not necessarily groups; ABA tends to focus on the individual. All good skills acquisition plans should incorporate contingencies for maintenance and a plan for termination of services. C-01 Frequent review of data and circumstances in order to make minor adjustments to the plan
- What can you say about the change in level between the two sections of the following graph? A. (^) all of the data in both sections is highly variable B. (^) behavior in the first section occurred twice as often as behavior in the second section C. (^) section one shows a downward trend D. (^) data occurred at a higher rate in the first section of the graph (Correct Answer) Feedback: Level, trend, and variability are the characteristics behavior analysts look at for visual analysis of graphs. Level tells us the position of the data (high level-- frequently occurring, moderate, or low level-- infrequently occurring). The variability of data relates to how different or “spread out” the scores are from each other. Trend tells us what direction the data is going -- increasing, decreasing, or zero trend. Both sections of the graph show a downward trend with relatively little variability. However the first section clearly shows a higher rate of behavior. A-
- A high-quality behavioral definition describes the behavior and environment in observable and measurable terms. Which is the BEST behavioral definition? A. (^) Student will grasp hair and twist hair around fingers. B. (^) Ellie twirls her hair in the evening and in the morning. C. (^) Hair twirling will cause noticeable hair loss and damage to the scalp
QUESTIONS AND ANSWERS 2024
D. (^) Entangling fingers of the right hand in one’s own hair by twisting and then pulling the hand away from the scalp (topographical) when given verbal instruction to begin academic tasks (antecedent-based), which has sometimes been reinforced by escape from these tasks (functional). (Correct Answer) Feedback: Definition number four contains a clear, concise, complete, and objective definition of what the behavior looks like, when it occurs, and why it happens. B-
- Ways to identify a client's preferences (and potential reinforcers) include all of the following EXCEPT. A. (^) asking the client B. (^) interviewing others about what the client likes C. (^) noting the amount of time a client engages with a tangible compared to other tangibles D. (^) consulting the BCBA's Preference Reinforcer Master List (Correct Answer) Feedback: All of the above except the BCBA's master list are ways we can identify preferences. Preferences are highly individualized. The board does not have a generic list of preferences or reinforcers. B-
- Determining a client's preferences could be done in all of the following ways EXCEPT. A. (^) surveys or questionnaires B. (^) observation C. (^) Discrete Trial Training (DTT) (Correct Answer) D. (^) withholding items/activities versus allowing free access Feedback: DDT is not used to identify preferences, but rather to train a skill via mass trials. B- 02
- A BCBA is asking a student the following questions: "Would you rather have a sticker or extra recess?" "Would you prefer a potato chip or a jelly bean?" "Would you rather have the teacher tell you 'great job!' or have free reading time?" "Would you rather have extra recess or free reading time?" The BCBA is conducting. A. (^) functional analysis B. (^) forced choice preference assessment (Correct Answer) C. (^) a rating scale D. (^) multiple stimulus array Feedback: A forced choice preference assessment requires the client make a choice between two items either verbally or physically. B-
QUESTIONS AND ANSWERS 2024
- Which is not a form of functional assessment? A. (^) Functional Behavior Analysis B. (^) Indirect Functional Assessment C. (^) Descriptive Functional Assessment D. (^) Forced choice (Correct Answer) Feedback: Forced choice is a way of determining what items or activities a person may find reinforcing, but it does not give us an idea as to WHY someone may be engaging in a certain behavior, which is the point of functional assessment. B-
- In addition to interviewing a client and the significant others in his/her life, one could assess a person's social skills repertoire by. A. (^) curriculum-based assessments B. (^) observation (Correct Answer) C. (^) FBA D. (^) cognitive testing Feedback: Observing the way in which a client interacts with and reacts to others and the environment is an excellent way to assess social skills. A curriculum-based assessment or cognitive testing could give insight into a client's cognitive abilities or academic skills, but is not a reliable indicator of a social skills repertoire. An FBA would likely reveal function, not a social skills repertoire. A-
- Jennie, a four-year-old, touched a hot stove. It hurt, and she immediately removed her finger. This is an example of. A. (^) conditioned punishment B. (^) unconditioned punishment (Correct Answer) C. (^) conditioned reinforcement D. (^) unconditioned reinforcement Feedback: A stimulus change that decreases the future frequency of a behavior without pairing or a learning history is an unconditioned punisher. The example given is pain. C-
- Ava, a six-year-old, loves dogs and approaches them in the park whether they seem friendly or not. Recently, she was badly bitten; since then she has not been approaching dogs in the park or anywhere else. This is an example of. A. (^) conditioned reinforcement B. (^) conditioned punishment (Correct Answer) C. (^) unconditioned reinforcement D. (^) unconditioned punishment Feedback: Conditioned punishment involves pairing a previous neutral stimulus (the dog) with a punisher (pain) therefore making the previously neutral stimulus a punisher
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(conditioned=learned). C-
- An RBT implementing a skills acquisition plan should plan for a training session by. A. (^) conducting preference assessments B. (^) creating an operational definition C. (^) reviewing the plan, asking clarifying questions, and gathering all necessary materials (Correct Answer) D. (^) obtain board approval Feedback: An RBT's supervising BCBA is likely the one to create a skills acquisition plan, including creating the operational definition of the skill targeted for acquisition and deciding which reinforcers will be built into the plan. The RBT would be responsible for UNDERSTANDING the plan and how to implement it, and often is the person responsible for implementation. The Board Certifying Behavior Analysts does not approve or deny behavior acquisition plans. A-
- When we are thirsty, water quenches that thirst and satiates us. This makes water a . A. (^) conditioned reinforcer B. (^) unconditioned reinforcer (Correct Answer) C. (^) conditioned punisher D. (^) unconditioned punisher Feedback: We need not have a prior learning history to know that liquid quenches our thirst, and increases our likelihood of seeking water in the future when we are thirsty. Therefore, this is an example of an unconditioned reinforcer. C-
- An example of a conditioned reinforcer (a result of a learning history) is a. A. (^) food B. (^) pain C. (^) sleep D. (^) money (Correct Answer) Feedback: We are not reinforced with money per se, but rather with what the money buys. Therefore, money is a reinforcer because of a learning history. C-
- A behavior reinforced on a continuous schedule would look like. A. (^) a child receiving a free homework pass after each 10 homework assignments handed in on time
QUESTIONS AND ANSWERS 2024
highly engaging items in the children's sight, but out of their reach as a way to evoke verbal engagement about the items and to cause children to have to ask him for the items. This strategy is called. A. (^) Naturalistic or Incidental teaching (Correct Answer) B. (^) DTT (Direct Trial Training) C. (^) Response generalization D. (^) Stimulus generalization Feedback: Naturalistic or Incidental teaching uses motivating operations to facilitate behavior. It is often associated with communication. What clients seem to want, as evidenced by reaching for or otherwise attempting to access, is given contingent upon a desired behavior. The items/activities may simply be what someone asks for or wants in any given moment, or a behavior analyst may introduce items/activities into the environment to try and elicit responses. C-
- A BCBA wants to teach a child how to wash her hands. The BCBA has an RBT who works for the company demonstrate washing hands, and the BCBA meticulously takes notes as to each step of the hand-washing procedure. For example: 1) push up sleeves;
- turn on both faucets; 3) adjust water temperature; 4) check water temperature;
- readjust temperature if needed; etc. The BCBA is using a procedure. A. (^) total task chaining B. (^) forward chaining C. (^) backward chaining D. (^) task analysis (Correct Answer) Feedback: Before any chaining procedure is used (forward, total task, or backward chaining) the steps it takes to complete the task must be identified. This is called TASK ANALYSIS. Task analysis can be accomplished by watching how an expert completes a task, doing the task yourself (as an RBT) and recording the steps, or watching a competent peer of your client perform the steps of the targeted task. Task analysis happens before any chaining procedure is implemented. C-
- Total task presentation uses prompting, as necessary, to complete all of the steps in a chain on every trial. This has the advantage, like backward chaining, of completing the chain. This is really a prompt-fading procedure. As you guide/prompt a client through all steps, you gradually fade these prompts to allow the client to demonstrate the skill without them. Once the client has completed all steps without prompting, the task has been mastered. A good skill to train using total task training would be. A. (^) putting the final piece in a jigsaw puzzle to complete it B. (^) washing one's hair (Correct Answer) C. (^) crossing shoelaces before training shoe tying D. (^) putting soap in the dishwasher and turning it on Feedback: Only washing one's hair would be an appropriate answer. It is a task which would, for practical reasons, be trained in full each training session. Putting the
QUESTIONS AND ANSWERS 2024
final piece in a jigsaw puzzle might be part of a backward training procedure, crossing shoelaces might be the first step in teaching how to tie one's shoes using forward chaining, and putting soap into and starting the dishwasher might be the last two steps in a chaining procedure, but that answer does not communicate the total task to be trained. C-
- Backward chaining actually follows the steps of a chain forward, but with the behavior analyst or parent completing all except the last step. This method allows the entire chain to be observed and reinforcement to be delivered upon completion of the last step. After a client has mastered the last step, the behavior analyst completes all but the final two steps, and so on. An appropriate task item with which to use backward training is. A. (^) having the child pull the bow of their tied shoe laces to tighten the laces (Correct Answer) B. (^) having a child wet their toothbrush to prepare for brushing C. (^) having a child complete a six-piece jigsaw puzzle D. (^) teaching a child to make toast Feedback: Pulling the bow to tighten is the last step of shoe-tying and is fairly simple. It would provide an opportunity for reinforcement and would be an appropriate for a backward chaining procedure. A-
- Forward chaining is beginning with successful completion of the first step in a chain (prompted or unprompted) to access reinforcement. After the first step is mastered, the next steps are introduced in successive order, always beginning with the first step; step 1, steps 1-2, steps 1-2-3, steps 1-2-3-4, etc. The reinforcement for completion of one step is the introduction of the next step, and reinforcement is also given at the completion of the last step. Forward chaining would be best utilized when the initial steps are easier to complete, but the entire task is unlikely to be mastered without some repetition. Forward chaining may not be appropriate for tasks that need to be completed in the moment (everyone is hungry and you want to teach your son to make dinner, e.g.), as this method takes some patience and time. A task that would be appropriate to begin with when using forward chaining is. A. (^) cracking eggs to make cookies B. (^) putting in the last piece of a jigsaw puzzle C. (^) opening the dishwasher to begin unloading (Correct Answer) D. (^) pushing down the lever on the toaster to toast bread Feedback: All except "opening the dishwasher to begin unloading" occur at the end or middle of a chain of behaviors. With forward chaining, the goal is for the client to independently complete the first step. C-
- Which of the following is NOT a response prompt? A. (^) Telling someone to cross the laces over one another. B. (^) Modeling the action used to brush teeth. C. (^) Placing an arrow pointing to the start button on a dishwasher. (Correct Answer)
QUESTIONS AND ANSWERS 2024
method is to physically prompt a client’s hand, moving to the forearm, elbow, shoulder, and then no touching at all. Being closely available and able to correct responses easily is what this fading procedure is about. Time delay: This procedure increases the delay from a stimulus presentation to the response prompt. For example, a picture of a car is presented and a child is asked to name the item. At first, the stimulus is presented at the same time as the vocalization of the answer by the behavior analyst. That is, a 0-second trial. A 1-second delay in the prompt is then initiated so that the picture of a car is presented and one second passes before a verbal prompt of "k..." (the initial sound of the word "car") is given. Another second is allowed before prompting with the answer “car.” When a client correctly answers, reinforcement is offered. Incorrect responses are usually corrected, and a trial is repeated with the previous level of delay before prompting. Using this procedure gives a client an increasing amount of time to correctly respond. That is, it removes the prompt further from the stimulus presentation. C-
- Stimulus fading could look like. A. (^) a trainer initially putting the correct item in an array close to the client then moving it farther with each successive correct identification (Correct Answer) B. (^) a trainer telling the client to "Now, push the start button." Then the next time saying, "Start button." Then just saying "Start." Finally, saying nothing at all. C. (^) a trainer using less and less physical guidance when teaching a client to put on a coat and zip it. D. (^) a trainer demonstrating the full shoe-tying procedure then successively demonstrating fewer and fewer steps. Feedback: Only answer one operates on the stimulus, not the response. Stimulus prompts operate on the stimulus or stimuli in order to cue the correct response. These are usually considered to be positioning, movement, or pairing dimensions of the correct response with the stimulus. Positioning: Putting the stimulus closer to the client in order to make it more obvious to choose. Movement: Looking at the correct response, tapping close to it or on it or otherwise calling attention to the correct answer by movement of the stimulus or external movement. Pairing: Making the stimulus and the correct answer the same color or shape, or some other similarity. C-
- Which is an example of stimulus generalization? A. (^) Two-year-old Sam thinking all men with beards are scary since his uncle has a beard, and the uncle yelled at Sam. (Correct Answer) B. (^) Shaley, a six-year-old, being able to tell the difference between chickens and ducks. C. (^) Joel, a middle schooler, saying "Great!" when asked, "How are you?" and also when asked, "What's up?" D. (^) Four-year-old Max being able to pick a wolf out of an array of pictures that includes a wolf, a dog, and a wolverine. Feedback: Only Sam is using stimulus generalization. Shaley is an example of stimulus discrimination. Joel is an example of response generalization, and Max is again,
QUESTIONS AND ANSWERS 2024
stimulus discrimination. Stimulus generalization: Once you are taught to respond to one stimulus, you might respond in the same way given a different stimulus with some similar features (at least to you). For example, if you are taught to say, “Pleased to make your acquaintance” when introduced to an adult, you might meet a fellow child on the playground and say “pleased to meet your acquaintance”. In this example, the behavior analyst would have thought about the fact that certain conditions may be appropriate for the response, “pleased to make your acquaintance," but not others, such as meeting peers. Intervention could include different stimulus conditions such as meeting peers, formal occasions, casual occasions, and the like. A behavior analyst could, instead, encourage a more generalized or useful response for greeting others. C-
- When Ellie, a preschooler, sees the BCBA she works with, she says “Hi, Miss Ronda.” Other times Ellie says, “Hi, Teacher,” or “Hi, Mrs.” This is an example of. A. (^) stimulus generalization B. (^) stimulus discrimination C. (^) response generalization (Correct Answer) D. (^) response discrimination Feedback: Calling the BCBA a variety of functionally equivalent titles is response generalization. Response generalization: Once you are taught to respond in one way, you may respond differently to a similar situation. Using the above example, you might be initially corrected by your peers is you said, "Hi Teacher," and learn to greet them with, “What’s up?” or “Hey!” rather than what you were taught. The response changes, but still meets generally the same function. A behavior analyst would know this and plan the intervention to include a variety of responses that could be used to greet others. C-11When Ellie, a preschooler, sees the BCBA she works with, she says “Hi, Miss Ronda.” Other times Ellie says, “Hi, Teacher,” or “Hi, Mrs.” This is an example of.
- Hayden, a BCBA, has been working with a client for quite sometime on acquiring the skill of being able to order food at a fast food restaurant. The client can successfully order food in the training setting. To ensure generalization and maintenance, the BCBA should. A. (^) make sure the client will receive reinforcement in the natural environment (Correct Answer) B. (^) sign off on termination of the plan C. (^) make sure stimuli in the training setting does not overlap with stimuli in the natural environment D. (^) refrain from using probes post-intervention Feedback: In order to program for maintenance, behavior professionals should plan to bring as many stimuli from the real world into the training setting as possible, make sure the client will be reinforced in the real world, i.e., the natural setting; for example if a client can order fast food, the reinforcement will be receiving the fast food. Lastly a responsible behavioral professional will periodically probe for maintenance. This
QUESTIONS AND ANSWERS 2024
access to the activity of writing an essay. There is no indication of a sensory function. D-
- An RBT is tracking nose-picking behavior of a preschool child in order to gather baseline data. In a 45-minute interval, the RBT uses event recording and records 108 instances of nose-picking according to the operational definition. The supervising BCBA asked the RBT to convert the frequency data to a rate per minute. What is the correct approximate calculation for rate? A. (^) about 3 per minute B. (^) about 2.5 per minute (Correct Answer) C. (^) about 1.75 per minute D. (^) about 4.2 per minute Feedback: To convert frequency data to a rate you would take the total count and divide it by the number of minutes in the interval. 108 (instances)/ 45 (minutes) reveals a rate of 2.4, which would likely be rounded to 2.5 per minute. A-
- Mrs. Simon, a 4th grade teacher, has a perfect class, except Natalie. Natalie is a lovely child, but is very talkative and often off task. She tends to blurt out instead of raising her hand. Mrs. Simon consults with the district school psychologist, and decides to start ignoring Natalie when she blurts without being called upon. The school psychologist expands on this plan by encouraging Mrs. Simon to shower Natalie with praise when she is on task, no matter what the activity, both in the classroom and out. The school psychologist is suggesting Mrs. Simon use. A. (^) Differential reinforcement of incompatible behavior (DRI) B. (^) extinction and positive reinforcement (Correct Answer) C. (^) Non-contingent Reinforcement (NCR) D. (^) generalization Feedback: Mrs. Simon is using extinction by ignoring the behavior, and the school psychologist is suggesting coupling that with positive reinforcement for Natalie when she is on task. Differential Reinforcement of INCOMPATIBLE behaviors (DRI)- DRI is actually a DRA procedure that uses a replacement behavior that cannot be performed at the same time as the target behavior. Example: A client has a habit of yelling out phrases from his favorite movies about 10 times per hour. An incompatible behavior might be to have the client whisper the movie phrases, act them out quietly, or hum the parts. NCR is non-contingent reinforcement. NCR involves giving the student access to a reinforcer without the reinforcement being contingent on a certain behavior. This way they are no longer motivated to exhibit disruptive behavior to obtain that same reinforcer. Mrs. Simon is not using NCR since the reinforcement in contingent on Natalie being on-task. Generalization is applying newly acquired skills to situations and setting other than the training environment. If Natalie was more likely to not blurt out and raise her hand in other classes as a result of the work in Mrs. Simon's class, we could say the behavior was generalized. D-
QUESTIONS AND ANSWERS 2024
- A DRI (Differential Reinforcement of an Incompatible behavior) procedure might look like. A. (^) a child being praised for washing the dishes B. (^) a child who bites fingernails being reinforced for chewing gum, not their nails C. (^) reinforcing all behaviors except hair twirling D. (^) a child being asked to put his hands on his head to prevent him from poking others when waiting in line (Correct Answer) Feedback: Differential Reinforcement of INCOMPATIBLE behaviors (DRI)- DRI is actually a DRA procedure that uses a replacement behavior that cannot be performed at the same time as the target behavior. Example: A client has a habit of yelling out phrases from his favorite movies about 10 times per hour. An incompatible behavior might be to have the client whisper the movie phrases, act them out quietly, or hum the parts. Only the child with his hands on his head cannot poke other children at the same time. D-
- A client's behavior plan states a goal of 100% completion. Which days of the week were the goals met? A. (^) Monday and Saturday (Correct Answer) B. (^) Wednesday, Thursday, Friday, and Sunday C. (^) Tuesday D. (^) Monday through Friday Feedback: The graph clearly states that the goal of 100% completion occurred on Monday and Saturday. D-
- Miles, a developmentally-disabled teen, often engages in self-injurious behavior (SIB) when others in his group home are watching television. Miles says he gets very frustrated when he feels others are ignoring him. A possible function for the SIB is. A. (^) access to a tangible
QUESTIONS AND ANSWERS 2024
Antecedent manipulations deal with changing the client's environment, or states of deprivation and satiation, to evoke or prevent certain behaviors. D-
- ABA professionals base their professional practices on. A. (^) Freud's teaching B. (^) scientific knowledge (Correct Answer) C. (^) Mentalistic Behaviorism D. (^) the client's private events Feedback: Applied Behavior Analysis is the SCIENCE of applying interventions based on the learning theory to improve socially significant behaviors. Although Skinner, often thought of as the father of ABA, believed private events are behavior, he separates private events from public events in terms of accessibility; we can't observe or measure what someone is thinking. Mentalism places emphasis on the "inner dimension" to explain behavior, and Freud is not associated with Applied Behavior Analysis. F-
- Samantha, an RBT working for a private behavioral services company, has been working with her supervising BCBA and assisting with Functional Behavior Assessments. One day when Samantha is working with an 18-year-old male with developmental disabilities, she sees evidence that leads her to believe the FBA they conducted resulted in inaccurate findings. Samantha decides to conduct a new FBA. Samantha is. A. (^) working outside of her boundaries of competence (Correct Answer) B. (^) taking her role as an RBT very seriously and working in the client's best interest C. (^) engaging in a multiple relationship D. (^) using best practices in ABA Feedback: If Samantha feels the FBA's results are invalid, she should first and foremost discuss her concerns with her supervising BCBA. The board's Ethical Compliance Code explicitly discusses in section 1.02 the ethical obligation ABA professionals have to work within their boundaries of competence. Side note: If you have not reviewed the board's code, it is available here http://bacb.com/wp- content/uploads/2016/03/160321-compliance-code-english.pdf Even though Samantha may have her client's best interests at heart, she needs to work with in her boundary of competence. She is not engaging in multiple relationships, and although she may be using best practices in ABA, she is not going about it in the appropriate manner. F-
- Applied Behavior Analysis professionals are obligated to continually stay abreast of current scientific and professional research. Ways in which behavior professionals can maintain competency include all of the following EXCEPT. A. (^) subscribe to professional journals B. (^) reading ASD parent forums (Correct Answer) C. (^) attend workshops
QUESTIONS AND ANSWERS 2024
D. (^) completing additional coursework Feedback: Coursework, conferences, workshops, and subscribing to professional journals are all reliable ways to maintain competency. Reading ASD parent forums may be insightful, but it is not a suggested method of gaining knowledge of scientifically proven research. F-
- A private behavioral services firm has posted a job opening for an RBT. The posting mentions integrity as a desired qualification a number of times. An RBT applying for the job could best demonstrate integrity in the application process by. A. (^) bringing copies of behavior plans they have implemented B. (^) rescheduling the interview because it conflicts with their dental appointment C. (^) asking references to "put in a good word" if contacted D. (^) being honest about their educational background and work experience (Correct Answer) Feedback: Integrity is best demonstrated by being honest and promoting truthfulness in others. A potential employer may very well (and should) check references, and with luck those references have integrity and can give an honest assessment of the potential employee. A potential employee should check for scheduling conflicts before agreeing to an interview date and time as to not have to reschedule. A potential employer may find seeing the type of behavior plans you have worked on helpful, but of these answers, this is not the best way to demonstrate integrity. For more information see the BCBA's code, section 1. http://bacb.com/wp-content/uploads/2016/03/160321-compliance-code- english.pdf F-
- Avery, an RBT, works with a private behavioral services firm. He is working with the daughter of a young single mother. Both the mother and daughter adore him. The daughter has been making significant progress in acquiring new skills. Avery senses the mother is attracted to him; he is attracted to her. He has informed his supervisor of these feeling. He decides to ask her out; she accepts. This is considered. A. (^) fine because he informed his supervisor B. (^) a multiple relationship (Correct Answer) C. (^) grounds for revoking his license D. (^) a reason for contacting the board Feedback: This is a multiple relationship and has the potential to impact the effectiveness of treatment. Avery did the right thing by informing his supervisor. The supervisor should have advised Avery that according to section 1.06 of the board's Ethical Compliance Code "Due to the potentially harmful effects of multiple relationships, behavior analysts avoid multiple relationships." http://bacb.com/wp- content/uploads/2016/03/160321-compliance-code-english.pdf F-
- Polly is a BCBA who just began working with and supervising Marley. Marley loves her behavioral services job and wants to impress Polly. Polly is an excellent BCBA, and Marley is really learning the ins and outs of behavioral therapy. One day Polly
