Jamie and Morgan have similar behavior challenges and similar daily schedules. A behavior analyst has spent extensive time and effort on developing and implementing Morgan's plan, which is proving to be very successful. How should the behavior analyst proceed with developing a treatment plan for Jamie?
A. Because the behaviors are topographically similar, implementing the plan designed for Morgan would be appropriate as it is the least restrictive option.
B. Complete a separate functional assessment and plan for Jamie.
C. Use the same plan for both, just ensure the ecological variables correspond to the student.
D. Do a separate functional analysis, but the same behavior supports can be applied to both students.
When shopping with her dad, Sally knocks items off the shelf, especially canned goods. The cans make a loud noise when they hit the floor. Her dad decides to teach her an alternative behavior. What alternative behavior is the BEST choice to teach?
A. Sally pushes the shopping cart with both hands.
B. Sally drops items into the cart when her dad gives them to her.
C. Sally keeps her hands in her pockets while in the store.
D. Sally holds dad's hand while shopping and gets to let go when quiet.
Speed, magnitude, durability and generality of effect are some of the MOST important
A. dimensions of behavior that lend themselves to quantification more readily than others.
B. variables that are overlooked by other social sciences in solving problems.
C. variables to consider when selecting reinforcers and punishers.
D. components of treatment packages used in treating the most severe behavior problems.
Jim's teacher has taught him to say, "Hello, how are you?" and when he does this, she delivers praise. Now Jim says this whenever he meets anyone, and some people say, "Fine, how are you?" What is the natural consequence for Jim's behavior?
A. increased number of friends
B. continuous reinforcement
C. improved social repertoire for Jim
D. the responses of the people he meets
In general, when a behavior analyst is asked to help someone make friends, the behavior analyst shoulD.
A. avoid interfering in interpersonal relationships.
B. refer the person to a counselor, social worker, or other professional.
C. evaluate the current social repertoire.
D. set up a social skills training program.
Holly is learning to use a spoon to feed herself. Applesauce is known to function as a reinforcer. Her teacher has selected the following objective for Holly: "Given a spoon and a 3-ounce dish of applesauce, Holly will independently scoop the applesauce to her mouth." This objective is incomplete. Which component is missing?
A. antecedent stimulus
B. consequence condition
C. prerequisite skill criteria
D. standard of performance
What is the next step in the assessment process if data from the functional analysis do NOT support the original hypothesis?
A. Base the intervention on the original hypothesis and re-assess after a time lapse.
B. Design a package intervention to address all possible functions of the behavior.
C. Continue to conduct the functional assessment until the data coincides with the original hypothesis.
D. Alter the hypothesis regarding the maintaining variable of the behavior based on the results of the functional assessment.
When developing a task analysis, a behavior analyst would first:
A. assess the mastery level of the individual.
B. conduct a functional assessment of the target skills.
C. determine the necessary component steps.
D. observe the individual to collect baseline data.
When conducting an analogue functional analysis, the condition commonly used as a control is the:
A. home condition.
B. play condition.
C. social attention condition.
D. demand condition.
Which method is the BEST to use when presenting categorical data from a functional analysis?
A. a bar graph
B. anecdotal report
C. scatter plot
D. standard celeration chart
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