BCBA® Definition Mock Exam
Introduction and Disclosure
This definition mock exam is based off of the 5th edition task list. This mock exam contains 180
definition based questions, broken down by task area. BCBA® Mock Exams contain scenario
based questions, this mock is only definitions and concepts. The answer key is provided at the
end of the document. This mock exam covers almost all terms covered by the 5th edition task
list.
This mock exam, this file and its content is in no way, shape or form affiliated with, nor endorsed
by the Behavior Analyst Certification Board (BACB ®) in any way.
Please refer to www.bacb.com, the Behavior Analyst Certification Board (BACB®) for task list
versions, areas, and content.
The sole purpose of this mock exam is to be used as a study aid only. This mock exam should
not be used as a comparison tool or to compare the complexity and difficulty of the actual exam.
This mock exam was designed with difficulty in mind, however, this should not be considered
representative of the real exam. This mock exam should be used in conjunction with other
training and study material and should not be relied on as a sole study tool. This mock exam
does not guarantee a passing result on the real exam.
The information within this mock exam is believed to be accurate. The author is not responsible
for any errors, misinterpretation of information, factual errors or typographical errors.
This file and its contents are the property of The Behaviour Lab and may not be distributed,
reproduced or duplicated, in whole or in part, physically, electronically, or other means, without
written consent from the author. This file, its content, and any part thereof, is subject to change
at any time, without notice. Version 1.0, created on December 17, 2021.
Please forward all errors, questions and comments to thebehaviourlabmock@gmail.com.
Source
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition).
Hoboken, NJ: Pearson Education.
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BCBA® Definition Mock Exam
Scoring Tool
Task List Area
Total correct answers
A
______/ 19
B
______/ 35
C
______/ 24
D
______/ 12
E
______/ 12
F
______/ 11
G
______/ 45
H
______/ 12
I
______/ 10
Percentage correct
Total ______/180
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BCBA® Definition Mock Exam
Response Template
Put your selected answer beside each number to reference when comparing to the answer key
Task List Area
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BCBA® Definition Mock Exam
Task List A Questions
1. This refers to how an environment will change an individual over their lifespan:
A.
B.
C.
D.
Empiricism
Selectionism
Pragmatism
Determinism
2. These are a collection of facts about an observed event that can be quantified:
A.
B.
C.
D.
Prediction
Description
Control
All of the above
3. Medication changes, missed medication doses, not sleeping all night are all:
A.
B.
C.
D.
Punishers
Natural consequences
Type I punishers
Ecological variables
4. This philosophical underpinning believes that an ideology or proposition is true if it works
satisfactorily:
A.
B.
C.
D.
Determinism
Empiricism
Selectionism
Pragmatism
5. This philosophical underpinning believes that behaviour is lawful and that behaviour is the
result of a particular event:
A.
B.
C.
D.
Pragmatism
Determinism
Selectionism
Empiricism
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BCBA® Definition Mock Exam
6. This term holds that through repeated observations, this will reveal that observing other
events can consistently result in accurately anticipating an outcome:
A.
B.
C.
D.
Description
Control
Prediction
Guessing
7. This concept believes that all behaviour is caused by the environment, external events and is
entirely predictable:
A.
B.
C.
D.
Lawfulness of behaviour
Pragmatism
Parsimony
Selectionism
8. This philosophical underpinning is based on facts, experimentation and observation:
A.
B.
C.
D.
Pragmatism
Determinism
Empiricism
Selectionism
9. This concept refers to the simplest and most logical explanation should be considered first:
A.
B.
C.
D.
Pragmatism
Lawfulness of behaviour
Parsimony
Selectionism
10. This concept refers to the application of behavioural principles to human subjects as it
relates to areas that are socially significant to people:
A.
B.
C.
D.
Practice guided by the science of applied behaviour analysis
Parsimony
Experimental analysis of behaviour
Applied behaviour analysis
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BCBA® Definition Mock Exam
11. This term describes what happens when a specific change in one event can be reliably
produced by scientific manipulation of another event:
A.
B.
C.
D.
Selectionism
Prediction
Control
ABA
12. The scientific study of behaviour to study behaviour for its own sake:
A.
B.
C.
D.
Experimental analysis of behaviour
Applied behaviour analysis
Practice guided by the science of applied behaviour analysis
Parsimony
13. This dimension of ABA states that goals should be of social significance:
A.
B.
C.
D.
Effective
Applied
Analytical
Generalized
14. This dimension of ABA states that procedures should be described by their
behaviour-analytic principles:
A.
B.
C.
D.
Analytical
Technological
Behavioural
Conceptually systematic
15. This dimension of ABA states that behaviour-analytic procedures should result in socially
significant change:
A.
B.
C.
D.
Effective
Applied
Technological
Generalized
16. This dimension of ABA focuses on observable and measurable behaviour:
A.
B.
C.
D.
Applied
Generalized
Analytical
Behavioural
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BCBA® Definition Mock Exam
17. This dimension of ABA must demonstrate that the behaviour-analytic intervention was the
reason for behaviour change:
A.
B.
C.
D.
Analytical
Technological
Effective
Conceptually systematic
18. This dimension states that behaviour-analytic procedures should clearly described and
defined:
A.
B.
C.
D.
Behavioural
Technological
Analytic
Conceptually systematic
19. This dimension of ABA states that positive change should extend over time across
behaviours and environments:
A.
B.
C.
D.
Generalized
Applied
Effective
Behavioural
Task List B Questions
1. This principle states that when high-probability behaviours are made contingent on
low-probability behaviours, then the low-probability behaviours are more likely to occur:
A.
B.
C.
D.
Reinforcement
Matching Law
Behavioural contrast
Premack principle
2. This is a document which specifies a contingent relationship between the completion of a
target behaviour and access to a specific reinforcer:
A.
B.
C.
D.
Contingency contract
Good behaviour game
Rule-governed behaviour
Differential reinforcement procedures
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BCBA® Definition Mock Exam
3. This occurs when there are multiple schedules of reinforcement/punishment and a change in
schedule of one part of the reinforcement/punishment changes behaviour in the opposite
direction:
A.
B.
C.
D.
Punishment effects
Behaviour contingency effects
Behavioural contrast
Arbitrary stimulus effects
4. This concept states that an individual will distribute behaviours in the same ratio that
reinforcement is obtained for each behaviour:
A.
B.
C.
D.
Matching law
Behaviour contingency effects
Behavioural contrast
Arbitrary stimulus effects
5. This procedure consists of presenting several high probability requests before presenting a
low probability request:
A.
B.
C.
D.
Matching law
High-probability request sequence
Low-probability request sequence
Discrete trial training
6. This is any behaviour which is influenced by verbal antecedents:
A.
B.
C.
D.
Contingency contracting
Rule-governed behaviour
Arbitrary stimulus classes
Rule based contingencies
7. The addition of an aversive stimulus which decreases the future likelihood of a behaviour:
A.
B.
C.
D.
Extinction
Positive punishment
Positive reinforcement
Negative reinforcement
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BCBA® Definition Mock Exam
8. The removal of a reinforcer which results in a decrease in the future occurrence of a target
behaviour:
A.
B.
C.
D.
Negative punishment
Extinction
Positive punishment
Unwanted effects of reinforcement
9. The removal of reinforcement maintaining a problem behaviour:
A.
B.
C.
D.
Negative punishment
Positive punishment
Extinction
Post reinforcement pause
10. A pause in responding that occurs after the delivery of reinforcement:
A.
B.
C.
D.
Latency
Delayed responding
Response fatigue
Post reinforcement pause
11. A decrease in desirable behaviours in the same functional response class as the target
behaviour:
A.
B.
C.
D.
Unwanted effects of punishment
Unwanted effects of reinforcement
Unwanted effects of extinction
Unwanted effects of stimulus-stimulus pairing
12. This describes the recurrence of a previously reinforced behaviour following the extinction of
the alternative behaviour:
A.
B.
C.
D.
Spontaneous recovery
Resurgence
Extinction-induced aggression
Extinction burst
13. A spike in behaviour caused by the removal of the reinforcer maintaining the behaviour:
A.
B.
C.
D.
Resurgence
Extinction-induced aggression
Extinction burst
Spontaneous recovery
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BCBA® Definition Mock Exam
14. This can be problematic if it interferes with the development of necessary skills or becomes
excessive to the point that the learner can not learn new skills:
A.
B.
C.
D.
Unwanted effects of punishment
Unwanted effects of pairing
Unwanted effects of extinction
Unwanted effects of reinforcement
15. This procedure could act as a model for inappropriate behaviour for the client:
A.
B.
C.
D.
Unwanted effects of punishment
Unwanted effects of extinction
Unwanted effects of pairing
Unwanted effects of reinforcement
16. Spontaneous recovery is an unwanted effect of:
A.
B.
C.
D.
Punishment
Negative reinforcement
Reinforcement
Extinction
17. The removal of an aversive stimulus which increases the future likelihood of a behaviour
occurring:
A.
B.
C.
D.
Negative punishment
Positive reinforcement
Negative reinforcement
Positive punishment
18. These are observable and measurable behaviours:
A.
B.
C.
D.
Type I behaviours
Overt behaviours
Private events
Covert behaviours
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BCBA® Definition Mock Exam
19. This schedule of reinforcement uses an SD to indicate which of two or more basic schedules
are in effect. Schedules must occur in a specific order:
A.
B.
C.
D.
Chained schedule of reinforcement
Alternative schedule of reinforcement
Conjunctive schedule of reinforcement
multiple schedule of reinforcement
20. This schedule of reinforcement uses a single response class with two or more basic
schedules of reinforcement which must include a ratio and an interval. Reinforcement is
provided when either one is met:
A.
B.
C.
D.
Chained schedule of reinforcement
Alternative schedule of reinforcement
Conjunctive schedule of reinforcement
Alternative schedule of reinforcement
21. These are events only accessible to the speaker, but have the same status as public events:
A.
B.
C.
D.
Private events
Type II behaviours
Covert behaviours
Conscience
22. This verbal operant must have an MO present for it to occur:
A.
B.
C.
D.
Tact
Echoic
Intraverbal
Mand
23. This schedule of reinforcement uses a single response class with two or more basic
schedules of reinforcement which must include a ratio and an interval. Reinforcement is
provided when both schedules are met:
A.
B.
C.
D.
Conjunctive schedule of reinforcement
Chained schedule of reinforcement
Alternative schedule of reinforcement
multiple schedule of reinforcement
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BCBA® Definition Mock Exam
24. Delivering reinforcement after a set amount of time has elapsed on the first instance of
behaviour:
A.
B.
C.
D.
Fixed-ratio schedule of reinforcement
Variable-interval schedule of reinforcement
Fixed-interval schedule of reinforcement
variable-ratio schedule of reinforcement
25. This verbal operant is known as a label:
A.
B.
C.
D.
Mand
Tact
Intraverbal
Echoic
26. These schedules of reinforcement have post reinforcement pauses:
A.
B.
C.
D.
Fixed-ratio, fixed-interval
Fixed-ratio, variable-interval
variable-ratio, fixed-interval
variable-ratio, variable-interval
27. The learner must produce a set amount of responses before the delivery of reinforcement:
A.
B.
C.
D.
Fixed-interval schedule of reinforcement
variable-interval schedule of reinforcement
Fixed-ratio schedule of reinforcement
Variable-ratio schedule of reinforcement
28. After a set amount of time, an individual gains access to a reinforcer regardless of
responding or performance:
A.
B.
C.
D.
Benefits of reinforcement
Non-contingent reinforcement
Post reinforcement pause
Fixed schedule
29. This verbal operant has formal point-to-point correspondence with the original S(d):
A.
B.
C.
D.
Mand
Echoic
Tact
Intraverbal
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BCBA® Definition Mock Exam
30. This schedule of reinforcement involves one response class with two or more basic
schedules, occurring successively and independently, with no SD associated with the
schedules:
A.
B.
C.
D.
Concurrent schedule of reinforcement
Tandem schedule of reinforcement
Multiple schedule of reinforcement
Mixed schedule of reinforcement
31. This schedule of reinforcement uses an SD to indicate which of two or more basic schedules
are in effect for a single response class:
A.
B.
C.
D.
Multiple schedule of reinforcement
Mixed schedule of reinforcement
Tandem schedule of reinforcement
Multiple schedule of reinforcement
32. This schedule of reinforcement has two or more basic schedules occurring successively and
independently with no SD to indicate which schedule it is:
A.
B.
C.
D.
Multiple schedule of reinforcement
Mixed schedule of reinforcement
Tandem schedule of reinforcement
Chained schedule of reinforcement
33. This verbal operant is under the control of someone else’s verbal behaviour and might be
known as a conversation:
A.
B.
C.
D.
Mand
Tact
Intraverbal
Transcription
34. This schedule of reinforcement uses an SD to indicate which of two or more basic schedules
are in effect for a single response class:
A.
B.
C.
D.
Multiple schedule of reinforcement
Mixed schedule of reinforcement
Tandem schedule of reinforcement
Multiple schedule of reinforcement
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BCBA® Definition Mock Exam
35. This schedule of reinforcement involves two or more behaviours on independent
reinforcement schedules available simultaneously:
A.
B.
C.
D.
Concurrent schedule of reinforcement
Mixed schedule of reinforcement
Tandem schedule of reinforcement
Multiple schedule of reinforcement
Task List C Questions
1. ABC narrative recordings, scatter plots, functional analysis are all:
A.
B.
C.
D.
Direct measures of behaviour
Ecological factors
Indirect measures of behaviour
All of the above
2. This measures the time from when an instruction is delivered until the time a behaviour starts:
A.
B.
C.
D.
Interresponse time
Duration
Latency
Permanent product
3. This measures the total count of a behaviour:
A.
B.
C.
D.
Duration
Fluency
Celeration
Frequency
4. Questionnaires, surveys, interviews are all:
A.
B.
C.
D.
Type I assessments
Direct measures of behaviour
Ecological factors
Indirect measures of behaviour
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BCBA® Definition Mock Exam
5. This compares the count of a target behaviour relative to how many opportunities the target
behaviour had to occur:
A.
B.
C.
D.
Rate
Trials-to-criterion
Celeration
Percentage of occurrence
6. This measures how many attempts it took to achieve a set criteria:
A.
B.
C.
D.
Rate of responding
Trials-to-criterion
Percentage of occurrence
Celeration
7. The behaviour occurs 2 times per minute. This is an example of:
A.
B.
C.
D.
Frequency
Rate
Count
Latency
8. In this form of IOA, the total frequency of target behaviour recorded by both observers is
compared, regardless of whether they agreed on what trial the target behaviour occurred in:
A.
B.
C.
D.
Exact agreement IOA
Scored interval IOA
Total count IOA
Partial agreement IOA
9. This measures the total time a behaviour occurs:
A.
B.
C.
D.
Duration
Interresponse time
Latency
Time sampling
10. This method of IOA takes the percentage of intervals that were equal, where both observers
either agreed the target behaviour occurred or agreed the target behaviour didn’t agree:
A.
B.
C.
D.
Scored interval IOA
Exact agreement IOA
Total count IOA
Trial-by-trial IOA
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BCBA® Definition Mock Exam
11. This measures the time from the end of a behaviour until the start of the next behaviour:
A.
B.
C.
D.
Duration
Latency
Interresponse time
Time sampling
12. This method of IOA uses only trials where both a target behaviour occurred and both
observers agreed a target behaviour occurred:
A.
B.
C.
D.
Exact count IOA
Exact agreement IOA
Total count IOA
Scored interval IOA
13. This is the extent to which an observed value of a variable represents the true value of the
variable:
A.
B.
C.
D.
Validity
Reliability
Accuracy
Duplicate
14. This method of measurement records every instance of the target behaviour:
A.
B.
C.
D.
Whole-interval measurement
Discontinuous measurement
Continuous measurement
Partial-interval measurement
15. This is the extent to which a measurement procedure yields the same value when
repeatedly used to measure the same stimulus:
A.
B.
C.
D.
Repeatability
Reliability
Validity
Believability
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BCBA® Definition Mock Exam
16. With this discontinuous measurement procedure, the longer the interval is, the more likely it
is to underestimate the occurrence of behaviour:
A.
B.
C.
D.
Whole-interval recording
Partial-interval recording
Momentary time sampling
None of the above
17. Line graphs, bar graphs, scatter plots and cumulative records are all:
A.
B.
C.
D.
Semi-logarithmic graphs
Partial-interval graphs
Whole-interval graphs
Equal interval graphs
18. This graph measures total responses and follows a stepwise pattern. It only increases or
remains flat and does not decrease:
A.
B.
C.
D.
Line graph
Cumulative record
Bar graph
Scatter plot
19. Presenting a learner with two known reinforcers and having them select one:
A.
B.
C.
D.
Stimulus-stimulus transfer control
Multiple-stimulus comparative analysis
Multiple-selection analysis
Forced choice
20. Frequency, rate, duration, interresponse time would all be examples of:
A.
B.
C.
D.
Continuous measurement
Discontinuous measurement
Whole-interval measurement
Momentary time sampling
21. This refers to the physical form of a behaviour:
A.
B.
C.
D.
Magnitude
Response effort
Topography
Temporal locus
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BCBA® Definition Mock Exam
22. With this discontinuous measurement procedure, once the target behaviour occurs, you do
not necessarily need to observe the rest of the interval:
A.
B.
C.
D.
Momentary time sampling
Whole-interval recording
Partial-interval recording
ABC narrative recording
23. The behaviour is scored with a “+” if it is occurring at the end of the interval when you check
on the individual:
A.
B.
C.
D.
Momentary time sampling
Partial-interval recording
ABC narrative recording
Whole-interval recording
24. This refers to the severity or intensity of a target behaviour:
A.
B.
C.
D.
Temporal locus
Magnitude
Form
Topography
Task List D Questions
1. This design uses an initial probe of each step in the training sequence and then an another
probe every time an additional step reaches criterion:
A.
B.
C.
D.
Multiple baseline design
Total task chaining
Multiple probe design
Chaining with leaps ahead
2. This design begins with concurrent measures of two or more behaviours in baseline, followed
by a treatment variable to one of those behaviours while one remains in baseline:
A.
B.
C.
D.
Alternating treatments design
Alternating baseline design
Alternating probe design
Multiple baseline design
3. This is the systematic assessment of 2 more independent variables that make up a treatment
package:
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BCBA® Definition Mock Exam
A.
B.
C.
D.
Parametric analysis
Component analysis
Alternating treatments design
Type II analysis
4. This is used to determine a range of values for an intervention to determine which value is
most effective:
A.
B.
C.
D.
Value-analysis
Component analysis
Parametric analysis
Mean value analysis
5. This procedure starts with a baseline, introduces a treatment then returns to baseline:
A.
B.
C.
D.
Multielement design
Multicomponent design
Changing criterion design
Reversal design
6. This design consists of random and rapid alteration of two or more conditions so that each
has an approximate equal probability of being present during each measurement opportunity:
A.
B.
C.
D.
Rapid succession presentation
Changing criterion design
Reversal design
Alternating treatment design
7. This refers to the target behaviour in which the intervention is designed to change. What is
the target behaviour:
A.
B.
C.
D.
Independent variable
Dependent variable
Confounding variable
Interdependent variable
8. This design is also known as ABAB design:
A.
B.
C.
D.
Multiple baseline design
Withdrawal design
Multiple probe design
Alternating treatments design
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BCBA® Definition Mock Exam
9. This concept refers to the fact that the intervention is responsible for the behaviour change
and the behaviour change is not the result of some confounding variable:
A.
B.
C.
D.
Internal validity
Confounding variables
Correlational data
External validity
10. This design consists of a baseline followed by a treatment phase with gradual and
successive changing criteria for punishment/reinforcement:
A.
B.
C.
D.
Withdrawal design
Changing criterion design
Punishment assessment
Baseline reversal design
11. This is the intervention variable which seeks to change the target behaviour. What is the
intervention:
A.
B.
C.
D.
Dependent variable
Interdependent variable
Independent variable
Confounding variable
12. This is the degree to which the results of a study are generalizable to other settings,
environments and/or behaviours which were not targeted in the original study:
A.
B.
C.
D.
Confounding variables
Bi-products of research
Internal validity
External validity
Task List E Questions
1. The core ethical principles include everything except:
A.
B.
C.
D.
Behave with integrity
Benefiting others
Ensure their competence
All of the above are core principles
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BCBA® Definition Mock Exam
2. Which code supports behaviour analyst’s further developing their skill and performance:
A.
B.
C.
D.
Practicing within their defined role
Being truthful
Maintaining competence
Accountability
3. Behaviour analyst’s can accept monetary gift of a value of up to:
A.
B.
C.
D.
Behaviour analyst’s can not accept gifts of any monetary value
$5.00
$10.00
$25.00
4. Having an ulterior motive or motive beyond the professional relationship with a client may be
known as:
A.
B.
C.
D.
Multiple relationship
Non Harassment clause
Professionalism
Maintaining competence
5. If a BCBA was dating an RBT and they broke up from a romantic relationship. How long until
the BCBA can ethically become that RBT’s supervisor:
A.
B.
C.
D.
3 months after the relationship ended
1 year after the relationship ended
2 years after the relationship ended
6 months after the relationship ended
6. If a BCBA wanted to date the parent of a client, how long from the point of discharge until the
BCBA could ethically date the parent:
A.
B.
C.
D.
This is never ethical to do
2 years after discharge
5 years after discharge
6 months after discharge
7. Personal health and client confidential information must be:
A.
B.
C.
D.
Double locked
Triple locked
Locked
Double locked and encrypted
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BCBA® Definition Mock Exam
8. When designing interventions, they must be based on everything except:
A.
B.
C.
D.
Scientific evidence
The most recent interventions shared at conferences
Assessment results
Conceptually consistent with behavioural principles
9. These are all reasons a client would be discharged from services except:
A.
B.
C.
D.
They are no longer benefiting from behavioural services
The client has met all behaviour change goals
The client is an adult
Services are no longer funded
10. When transitioning a client, a written transition plan must include everything except:
A.
B.
C.
D.
A third party medical evaluation prior to transition
Target dates of transition activities
Transition activities to be completed
Responsible parties for each transition step
11. How long must a BCBA retain supervision documentation:
A.
B.
C.
D.
1 year
7 years
5 years
2 years
12. BCBA’s can only conduct research after review from:
A.
B.
C.
D.
A BCBA-D supervisor
A parent/guardian
Research review committee
BCBA’s can not conduct research
Task List F Questions
1. Presenting a learner with two known reinforcers and having them select one:
A.
B.
C.
D.
Stimulus-stimulus transfer control
Multiple-stimulus comparative analysis
Multiple-selection analysis
Forced choice
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BCBA® Definition Mock Exam
2. These assessments focus on skills people require to function across all environments. They
include skills such as cooking, getting a job, grocery shopping, personal hygiene, bathing,
toileting, transportation, community safety skills:
A.
B.
C.
D.
Social skill assessments
Social skill assessments
Curriculum-based assessments
Functional living skills assessments
3. The purpose of this is to determine where a client’s skills or ability is at in regards to a target
behaviour or goal:
A.
B.
C.
D.
Preference assessment
Baseline
Test
Response testing
4. This assessment involves a variety of preferred and potentially preferred stimuli being
presented to the client in pairs:
A.
B.
C.
D.
Paired stimulus preference assessment
Free operant preference assessment
Single stimulus preference assessment
Multiple stimulus without replacement preference assessment
5. This is a form of direct assessment of targeted behaviours and skills in a variety of academic
areas such as science, math, language, spelling and writing:
A.
B.
C.
D.
Curriculum-based assessments
Social skill assessments
Daily living skills assessments
Functional living skills assessments
6. This procedure evaluates the antecedents and consequences that maintain a problem
behaviour and determines the function of a behaviour through experimental procedures:
A.
B.
C.
D.
Behaviour assessment
Component analysis
Functional analysis
Parametric analysis
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BCBA® Definition Mock Exam
7. This assessment involves a variety of preferred and potentially preferred stimuli set out and
available for the client. Selected items are put back into the array:
A.
B.
C.
D.
Free operant preference assessment
Multiple stimulus with replacement preference assessment
Multiple stimulus without replacement preference assessment
Paired stimulus preference assessment
8. This preference assessment entails an individual being presented with a single stimulus and
data is recorded on how long they engage with the stimulus:
A.
B.
C.
D.
Free operant preference assessment
Paired stimulus preference assessment
Single stimulus preference assessment
Multiple stimulus with replacement preference assessment
9. This preference assessment provides a variety of stimuli around an environment and the
individual is able to engage with whichever item they want:
A.
B.
C.
D.
Multiple stimulus with replacement preference assessment
Paired stimulus preference assessment
Free operant preference assessment
Single stimulus preference assessment
10. This assessment involves a variety of preferred and potentially preferred stimuli set out and
available for the client. Selected items are not put back into the array:
A.
B.
C.
D.
Multiple stimulus with replacement preference assessment
Multiple stimulus without replacement preference assessment
Paired stimulus preference assessment
Free operant preference assessment
11. These are all functions of behaviour except:
A.
B.
C.
D.
Control
Access to tangible
Automatic
Escape
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Task List G Questions
1. This is a stimulus which has gained its effectiveness by accompanying some other motivating
operation and now has the same value-altering and behaviour-altering effects as the motivating
operation it accompanied:
A.
B.
C.
D.
CMO-R
CMO-S
CMO-T
CMO-A
2. This stimulus gains its reinforcing power based on its menu of backup reinforcers:
A.
B.
C.
D.
Unconditioned reinforcer
Type I reinforcer
Generalized conditioned reinforcer
Primary reinforcer
3. This procedure involves immediate prompting of a target behaviour:
A.
B.
C.
D.
Least-to-most prompting
Precision teaching
Errorless teaching
Prompt fading
4. A stimulus is presented and is taught to be matched to a secondary stimulus:
A.
B.
C.
D.
Modelling
Echoic
Stimulus generalization
Matching to sample
5. This conditioned motivating operation has acquired its effectiveness by preceding a situation
which is either worsening or improving:
A.
B.
C.
D.
CMO-S
CMO-R
CMO-A
CMO-T
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BCBA® Definition Mock Exam
6. In this group model, every member has to meet criteria in order to gain access to
reinforcement:
A.
B.
C.
D.
Independent group contingency
Dependent group contingency
Interdependent group contingency
Hero model
7. This process involves having an individual be an active participant in the intervention and be
responsible for measuring and evaluating their own behaviour:
A.
B.
C.
D.
Self monitoring
Self reinforcement
Self recording
Self tracking
8. The tokens in a token economy are also known as:
A.
B.
C.
D.
Unconditioned reinforcers
Primary reinforcers
Type I reinforcers
Generalized conditioned reinforcers
9. This skill expands a learners repertoire to new environments and new contingencies:
A.
B.
C.
D.
Exploration
Behavioural cusp
Natural consequence
Pivotal behaviour
10. This is a device or supplement for a non-verbal individual to evoke communication:
A.
B.
C.
D.
Functional communication training
Gesture
Augmentative and Alternative Communication
None of the above
11. This is a skill that once learned, leads the learner to new behaviours:
A.
B.
C.
D.
Behavioural cusp
Natural consequence
Pivotal behaviour
Exploration
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BCBA® Definition Mock Exam
12. This method of teaching occurs in the natural environment when a learning opportunity
presents itself:
A.
B.
C.
D.
Incidental teaching
Pivotal skill
Precision teaching
Behavioural cusp
13. This conditioned motivating operation occurs when an environmental variable
establishes/abolishes the reinforcing effectiveness of another stimulus and thereby
evokes/abates the behaviour which has been reinforced by the other stimulus:
A.
B.
C.
D.
CMO-R
CMO-S
CMO-A
CMO-T
14. This procedure involves reinforcing one behaviour in the presence of a stimulus but not
others:
A.
B.
C.
D.
Generalization
Teaching loosely
Discrimination training
Multiple exemplar training
15. This is also known as the ‘hero model’:
A.
B.
C.
D.
Interdependent group contingency
Dependent group contingency
Independent group contingency
This concept doesn’t exist
16. Every member of the group accesses reinforcement based on their own performance and
ability to meet criteria:
A.
B.
C.
D.
Hero model
Interdependent group contingency
Dependent group contingency
Independent group contingency
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17. This form of stimulus equivalence is also known as ‘identity matching’:
A.
B.
C.
D.
Symmetrical
Transitive
Reflexive
None of the above
18. If A=B, and B=C, then A=C:
A.
B.
C.
D.
Reflexive stimulus relation
Symmetrical stimulus relation
Stimulus-stimulus matching
Transitive stimulus relation
19. This refers to a two way relationship of matching:
A.
B.
C.
D.
Reflexive stimulus relation
Symmetrical stimulus relation
Stimulus-stimulus matching
Transitive stimulus relation
20. Reinforcement is provided only after a learner reaches a set criteria of the target behaviour:
A.
B.
C.
D.
DRD
DRH
DRO
DRA
21. This verbal operant occurs when a non-verbal stimulus is presented which becomes a
discriminative stimulus through discrimination training:
A.
B.
C.
D.
Mand
Tact
Echoic
Intraverbal
22. This procedure reinforces behaviour which can not physically occur at the same time as the
problem behaviour:
A.
B.
C.
D.
DRI
DRA
DRO
DRL
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BCBA® Definition Mock Exam
23. This procedure reinforces a behaviour which serves the same function as the problem
behaviour and is socially appropriate:
A.
B.
C.
D.
DRI
DRO
DRA
DRL
24. This is the production of a behaviour which is topographically similar and temporally
proximal to the behaviour of a model:
A.
B.
C.
D.
Mirroring
Imitation
Generalized responding
Stimulus correspondence
25. Differentially reinforcing successive approximations of a target behaviour:
A.
B.
C.
D.
Teaching loosely
Training to criterion
Shaping
Chaining
26. This procedure allows a learner to attempt a chain independently and assistance is only
given when needed:
A.
B.
C.
D.
Forward chaining
Forward chaining with leaps ahead
Backwards chaining with leaps ahead
Total task chaining
27. Model prompts, verbal prompts and physical prompts are all:
A.
B.
C.
D.
Response prompts
Stimulus prompts
Most-to-least prompting
Errorless teaching
28. Positional prompts, redundancy and movement prompts are all:
A.
B.
C.
D.
Errorless teaching
Response prompts
Most-to-least prompting
Stimulus prompts
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29. This procedure has the individual complete the first step and then the instructor full prompts
the remaining steps:
A.
B.
C.
D.
Forward chaining with leaps ahead
Forward chaining
Forward chaining with full prompts
Forward chaining with assistance
30. This process involves breaking a skill down into smaller, more teachable components:
A.
B.
C.
D.
Chaining
Shaping
Task analysis
Component analysis
31. SD -> Response -> Consequence best represents:
A.
B.
C.
D.
Precision teaching
Direct instruction
Behaviour fluency training
Discrete trial training
32. This procedure provides reinforcement if a target behaviour stays under a set criteria:
A.
B.
C.
D.
DRI
DRL
DRO
DRH
33. This procedure decreases a target behaviour but not all the way to zero:
A.
B.
C.
D.
DRD
DRL
DRI
DRA
34. This refers to the satisfaction and acceptability of interventions based on the opinions of
stakeholders:
A.
B.
C.
D.
Social reliability
Social constructs
Social validity
Social Merit
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35. This is the tendency for the effects of training in one environment to be present in other
untrained environments:
A.
B.
C.
D.
Stimulus generalization
Response generalization
Stimulus-stimulus pairing
Train and hope procedure
36. This is the tendency of training one behaviour which results in that behaviour being used in
untrained situations:
A.
B.
C.
D.
Train and hope procedure
Stimulus generalization
Stimulus-stimulus pairing
Response generalization
37. This identifies common stimuli, response requirements, multiple examples and other
relevant features of the natural environment:
A.
B.
C.
D.
Natural environment teaching
General case analysis
Mediation
Investigative analysis
38. This method of generalization varies miscellaneous stimuli that are not critical to the natural
environment:
A.
B.
C.
D.
Train loosely
Common stimuli
Mediation
Multiple exemplars
39. This is a relation between two or more stimuli that is not directly trained and not based on
physical properties of the stimuli:
A.
B.
C.
D.
Stimulus generalization
Response generalization
Arbitrary stimulus class
Derived relations
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BCBA® Definition Mock Exam
40. This states that behaviours which will produce reinforcement in an individual's life should be
targeted first for teaching:
A.
B.
C.
D.
Train loosely
Natural environment teaching
Relevance of behaviour rule
Train to mastery
41. This method of generalization uses stimuli critical to the target response that are found in
the natural environment:
A.
B.
C.
D.
Multiple exemplars
Train loosely
Common stimuli
Mediation
42. This method of discrimination involves providing unpredictable schedules of reinforcement:
A.
B.
C.
D.
Indiscriminable contingencies
Train loosely
Common stimuli
Mediation
43. This method of generalization includes variants of the common stimuli in training to plan for
generalization of the skill beyond common stimuli:
A.
B.
C.
D.
Mediation
Multiple exemplars
Train loosely
Common stimuli
44. This method of generalization includes inappropriate responses or conditions in which
responding should not occur:
A.
B.
C.
D.
Mediation
Multiple exemplars
Negative examples
Common stimuli
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BCBA® Definition Mock Exam
45. This method of generalization ensures that there is a person to aide in the generalization of
the response to the natural environment:
A.
B.
C.
D.
Mediation
Multiple exemplars
Negative examples
Common stimuli
Task List H Questions
1. Describing when a behaviour starts and when a behaviour ends is describing behaviour in:
A.
B.
C.
D.
Operational definition
Observable terms
Measurable terms
Observable and measurable terms
2. This assessment involves a variety of preferred and potentially preferred stimuli being
presented to the client in pairs:
A.
B.
C.
D.
Free operant preference assessment
Single stimulus preference assessment
Multiple stimulus without replacement preference assessment
Paired stimulus preference assessment
3. This definition of behaviour designates responses as members of a targeted response class
solely by their common effect on the environment:
A.
B.
C.
D.
Topographical definition of behaviour
Function based definition of behaviour
Stimulus class responses
Generalized problem behaviour
4. Describing behaviour based on the topography or physical characteristics is describing
behaviour in:
A.
B.
C.
D.
Measurable terms
Observable and measurable terms
Behavioural explanation
Observable terms
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BCBA® Definition Mock Exam
5. Setting parameters around when a behaviour starts and when a behaviour stops, stating how
it will be measured and providing a topographical definition of the behaviour is describing
behaviour in:
A.
B.
C.
D.
Observable and measurable terms
Arbitrary stimulus classes
Measurable terms
Observable terms
6. This is the relationship between the data points to the vertical axis:
A.
B.
C.
D.
Level
Trend
Variability
Functional relations
7. This refers to at what point in time does a behaviour occur:
A.
B.
C.
D.
Temporal extent
Repeatability
Temporal Locus
Contiguity
8. This concept refers to the adjacency between two events regardless of causality:
A.
B.
C.
D.
Temporal extent
Repeatability
Temporal Locus
Contiguity
9. This is the overall direction of a data path:
A.
B.
C.
D.
Variability
Level
Trend
Moving average
10. This refers to how much time a behaviour takes up:
A.
B.
C.
D.
Temporal locus
Contiguity
Repeatability
Temporal extent
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BCBA® Definition Mock Exam
11. This is the range of data points around the average/mean:
A.
B.
C.
D.
Trend
Variability
Level
Moving average
12. This refers to how a behaviour can be counted:
A.
B.
C.
D.
Temporal extent
Repeatability
Temporal locus
Contiguity
Task List I Questions
1. This concept applies when an individual modifies their behaviour based on the presence of
another person:
A.
B.
C.
D.
Reactivity
Observer bias
Normalization
Observer drift
2. This process has a learner demonstrate the ability to work through specific units of
competency based on a defined standard:
A.
B.
C.
D.
Competency based assessment
Performance appraisals
Competency based training
Training to mastery
3. This is any unintended change in the way an observer uses their measurement system over
the course of an observation which results in measurement error:
A.
B.
C.
D.
Reactivity
Observer bias
Normalization
Observer drift
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BCBA® Definition Mock Exam
4. The BST model of training refers to:
A.
B.
C.
D.
Behavior Supervisor Training model
Behaviour Supportive Training model
Behaviour Skills Training model
Behaviour Selective Training model
5. This is the degree to which an intervention is implemented as intended:
A.
B.
C.
D.
Treatment fidelity
Treatment integrity
Procedural reliability
Treatment reliability
6. This is the tendency to see what you expect to see or what you want to see:
A.
B.
C.
D.
Observer drift
Reactivity
Observer bias
Normalization
7. Role play, video models and written descriptions are all a part of:
A.
B.
C.
D.
Teaching loosely
Performance appraisals
Competency based training
Training to mastery
8. This occurs when the application of the independent variable differs in later stages of an
experiment when compared to the start of the experiment:
A.
B.
C.
D.
Observer drift
Reactivity
Observer bias
Treatment drift
9. This is the process of determining the extent to which the implementation of an intervention
conforms to the planned procedure:
A.
B.
C.
D.
Treatment reliability
Treatment fidelity
Treatment integrity
Procedural reliability
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BCBA® Definition Mock Exam
10. This refers to the strategies used to monitor and enhance the reliability and validity of an
intervention:
A.
B.
C.
D.
Treatment fidelity
Treatment reliability
Treatment integrity
Procedural reliability
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BCBA® Definition Mock Exam
Answer Key
Task List Area
A
1. B
2. B
3. D
4. D
5. B
6. C
7. A
8. C
9. C
10. D
11. C
12. A
13. B
14. D
15. A
16. D
17. A
18. B
19. A
B
1. D
2. A
3. C
4. A
5. B
6. B
7. B
8. A
9. C
10. D
11. B
12. B
13. C
14. D
15. A
16. D
17. C
18. B
19. A
20. D
21. A
22. D
23. A
24. C
25. B
26. A
27. C
28. B
29. B
30. D
31. D
32.C
33. C
34. D
35. A
C
1. A
2. C
3. D
4. D
5. D
6. B
7. B
8. C
9. A
10. B
11. C
12. D
13. C
14. C
15. B
16. A
17. D
18. B
19. D
20. A
21. C
22. C
23. A
24. B
D
1. C
2. D
3. B
4. C
5. D
6. D
7. B
8. B
9. A
10. B
11. C
12. D
E
1. D
2. C
3. C
4. A
5. D
6. B
7. A
8. B
9. C
10. A
11. B
12. C
F
1. D
2. D
3. B
4. A
5. A
6. C
7. B
8. C
9. C
10. B
11. A
G
1. B
2. C
3. C
4. D
5. B
6. C
7. A
8. D
9. B
10. C
11. C
12. A
13. D
14. C
15. B
16. D
17. C
18. D
19. B
20. B
21. B
22. A
23. C
24. B
25. C
26. D
27. A
28. D
29. B
30. C
31. D
32. B
33. B
34. C
35. A
G
cont.
36. D
37. B
38. A
39. D
40. C
41. C
42. A
43. B
44. C
45. A
H
1. C
2. D
3. B
4. D
5. A
6. A
7. C
8. D
9. C
10. D
11. B
12. B
I
1. A
2. A
3. D
4. C
5. B
6. C
7. C
8. D
9. D
10. A
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