BCBA Mock Exam OBHS Questions and
answers | With complete solution Latest
2024/25
A client under your supervision engages in frequent rumination that appears to have
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resulted in substantial weight loss. What is the first assessment task?
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a. Systematic manipulation of some variable
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b. Records review
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c. Nothing - the behavior is not change worthy
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d. Conduct an IQ test - B
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You find that one of your clients has a substantial anxiety reaction to being in the
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lunchroom. You posit that there is some kind of respondent conditioning process that has
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caused this, and you wish to try respondent extinction. This would involve
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a. Social extinction - ignore the child when he becomes anxious
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b. Escape extinction - do not let the child escape from the lunchroom
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c. Have the child frequently enter the lunchroom without any "traumatic" events occurring.
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d. Have the child perform a task while in the lunchroom. - C
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The philosophy of determinism, as applied to the analysis of behavior, assumes that
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behavior is:
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ii a. subject to random occurrences.
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ii b. caused by some event or combination of events.
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ii c. a cause of other events.
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ii d. determined by the will of the person. - B
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You take an initial baseline on "in seat" behavior. You then implement a token economy in
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which in seat behavior is reinforced with tokens. Your treatment team decides to
ii ii ii ii ii ii ii ii ii ii ii ii ii
demonstrate the efficacy of the token system, and recommends an A-B-C-B reversal
ii ii ii ii ii ii ii ii ii ii ii ii
design. Which of the following is an example of such a design?
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a. In the 3rd phase, stop implementing the token system
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b. In the 3rd phase, present tokens for out of seat behavior
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c. Present the tokens for in seat behavior in another setting
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d. Implement a schedule of less frequent tokens in phase 3 - B
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You are talking with a staff member about a client's behavior, and that staff tells you that
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
the client exhibited a tantrum the other day. You wish to set up a program, but you feel that
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
you will need consent to do it. What are the three elements needed?
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a. capacity, informed, voluntariness
ii ii ii
b. informed, voluntariness, older than 18 years old
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c. no coercion, cost/benefits, approval
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d. informed, approval, legal age - A
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,Describe how a DRI schedule might be used to decrease the frequency of walking around
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and bothering other workers at the work site.
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a. Have the person earn a reinforcer contingent on the absence of bothering others
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b. Provide a reinforcer contingent on working diligently and quietly at his seat
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c. Move his seat away from others and make it somewhat "isolated."
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d. Reinforce appropriate asking to visit others - B
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You are having trouble getting Kenny on the van. Apparently, the action is effortful, as he
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
has to climb up the stairs, which gives him trouble. In fact, he has actually given up even
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
trying. Using behavioral momentum, how can this be treated?
ii ii ii ii ii ii ii ii ii ii
a. Provide a reinforcer for getting on the van.
ii ii ii ii ii ii ii ii
b. Prompt him briskly down the hall, and release him right before he reaches the steps of
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
the van. Then fade the release point backwards.
ii ii ii ii ii ii ii ii
c. Give a reinforcer for some low effort actions then give the direction to "get on the van."
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
d. Give small reinforcers for just looking at the van, then slowly increase the size of the
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
reinforcer as he begins getting up to walk toward the van. - C
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
You are working with a client who finds physical touch to be aversive. When the person is
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
off task, the program calls for you to give a warning by counting to "10"; at that point, you
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
gently touch him if he has not back on task. The touch remains until he returns to task.
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Please note that being touched is aversive for this particular individual.
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If the person gets back on task during the counting, this is an example of:
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a. Escape ii
b. Avoidance
ii ii
c. Positive reinforcement
ii ii
d. Stimulus fading - B
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You are working with a client who finds physical touch to be aversive. When the person is
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
off task, the program calls for you to give a warning by counting to "10"; at that point, you
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
gently touch him if he has not back on task. The touch remains until he returns to task.
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
Please note that being touched is aversive for this particular individual.
ii ii ii ii ii ii ii ii ii ii ii ii
If the person gets back on task when he is touched, this is an example of:
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a. Escape ii ii
b. Avoidance
ii ii
c. Positive reinforcement
ii ii
d. Negative punishment - A
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Which of the following is NOT a characteristic of effective punishment?
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a. FR1 ii
b. Unpaired with reinforcement
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c. Slowly increasing the intensity of the punisher over time
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d. Ensure alternative ways of obtaining the reinforcer - C
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, A child is having a tantrum in your classroom. You believe that the tantrum is occurring for
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your attention. You therefore ignore the tantrum until it ceases while continuing daily
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activities. You note that the tantrums decrease over time. This is an example of:
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a. Punishment
ii
b. Establishing operation
ii ii
c. Timeout from reinforcement
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d. Extinction - D
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You have been asked to consult on a case involving a 10 year old girl who engages in
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some severe SIB at home, such as scratching her head, banging her head, and poking her
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eyes. She lives at home with her mother and father. She is nonverbal, but will take her
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parents by the hand and show them things that she wants. She seems to be able to
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
perform many tasks, but the SIB definitely interferes with many activities.
ii ii ii ii ii ii ii ii ii ii ii
For example, she engages in high-rate SIB during meals.
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Select the most reasonable first step in the treatment process.
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a. Quickly design a program to address the SIB
ii ii ii ii ii ii ii ii
b. Consult with her teachers regarding her self-esteem
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c. Conduct interviews with the parents and ask for any records that are available
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d. Conduct interviews with her teachers and ask for any records that are available - C
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You have been asked to consult on a case involving a 10 year old girl who engages in
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some severe SIB at home, such as scratching her head, banging her head, and poking her
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
eyes. She lives at home with her mother and father. She is nonverbal, but will take her
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
parents by the hand and show them things that she wants. She seems to be able to
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
perform many tasks, but the SIB definitely interferes with many activities.
ii ii ii ii ii ii ii ii ii ii ii
For example, she engages in high-rate SIB during meals.
ii ii ii ii ii ii ii ii
Select the most reasonable first step in the treatment process.
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You wish to conduct some descriptive analyses. Which of the following is NOT a rationale
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for such an activity?
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a. To determine functional relations
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b. To provide information that might lead to a functional relationship
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c. To examine patterns of the behavior
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d. To generate hypotheses about the behavior - A
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You have been asked to consult on a case involving a 10 year old girl who engages in
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some severe SIB at home, such as scratching her head, banging her head, and poking her
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
eyes. She lives at home with her mother and father. She is nonverbal, but will take her
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
parents by the hand and show them things that she wants. She seems to be able to
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
perform many tasks, but the SIB definitely interferes with many activities.
ii ii ii ii ii ii ii ii ii ii ii
For example, she engages in high-rate SIB during meals.
ii ii ii ii ii ii ii ii
Select the most reasonable first step in the treatment process.
ii ii ii ii ii ii ii ii ii ii
At first, you are puzzled by the behavior. You therefore work with the child, and then let the
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
hypotheses evolve from your data. This example demonstrates the process of:
ii ii ii ii ii ii ii ii ii ii ii
a. Induction
ii
b. Deduction
ii
c. Social learning theory
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answers | With complete solution Latest
2024/25
A client under your supervision engages in frequent rumination that appears to have
ii ii ii ii ii ii ii ii ii ii ii ii
resulted in substantial weight loss. What is the first assessment task?
ii ii ii ii ii ii ii ii ii ii ii ii
a. Systematic manipulation of some variable
ii ii ii ii ii
b. Records review
ii ii
c. Nothing - the behavior is not change worthy
ii ii ii ii ii ii ii ii
d. Conduct an IQ test - B
ii ii ii ii ii ii ii ii
You find that one of your clients has a substantial anxiety reaction to being in the
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
lunchroom. You posit that there is some kind of respondent conditioning process that has
ii ii ii ii ii ii ii ii ii ii ii ii ii ii
caused this, and you wish to try respondent extinction. This would involve
ii ii ii ii ii ii ii ii ii ii ii ii ii
a. Social extinction - ignore the child when he becomes anxious
ii ii ii ii ii ii ii ii ii ii
b. Escape extinction - do not let the child escape from the lunchroom
ii ii ii ii ii ii ii ii ii ii ii ii
c. Have the child frequently enter the lunchroom without any "traumatic" events occurring.
ii ii ii ii ii ii ii ii ii ii ii ii
d. Have the child perform a task while in the lunchroom. - C
ii ii ii ii ii ii ii ii ii ii ii ii ii ii
The philosophy of determinism, as applied to the analysis of behavior, assumes that
ii ii ii ii ii ii ii ii ii ii ii ii ii
behavior is:
ii ii ii
ii a. subject to random occurrences.
ii ii ii ii
ii b. caused by some event or combination of events.
ii ii ii ii ii ii ii ii
ii c. a cause of other events.
ii ii ii ii ii
ii d. determined by the will of the person. - B
ii ii ii ii ii ii ii ii ii ii ii
You take an initial baseline on "in seat" behavior. You then implement a token economy in
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
which in seat behavior is reinforced with tokens. Your treatment team decides to
ii ii ii ii ii ii ii ii ii ii ii ii ii
demonstrate the efficacy of the token system, and recommends an A-B-C-B reversal
ii ii ii ii ii ii ii ii ii ii ii ii
design. Which of the following is an example of such a design?
ii ii ii ii ii ii ii ii ii ii ii ii ii
a. In the 3rd phase, stop implementing the token system
ii ii ii ii ii ii ii ii ii
b. In the 3rd phase, present tokens for out of seat behavior
ii ii ii ii ii ii ii ii ii ii ii
c. Present the tokens for in seat behavior in another setting
ii ii ii ii ii ii ii ii ii ii
d. Implement a schedule of less frequent tokens in phase 3 - B
ii ii ii ii ii ii ii ii ii ii ii ii ii ii
You are talking with a staff member about a client's behavior, and that staff tells you that
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
the client exhibited a tantrum the other day. You wish to set up a program, but you feel that
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
you will need consent to do it. What are the three elements needed?
ii ii ii ii ii ii ii ii ii ii ii ii ii ii
a. capacity, informed, voluntariness
ii ii ii
b. informed, voluntariness, older than 18 years old
ii ii ii ii ii ii ii
c. no coercion, cost/benefits, approval
ii ii ii ii
d. informed, approval, legal age - A
ii ii ii ii ii ii ii ii
,Describe how a DRI schedule might be used to decrease the frequency of walking around
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
and bothering other workers at the work site.
ii ii ii ii ii ii ii ii ii
a. Have the person earn a reinforcer contingent on the absence of bothering others
ii ii ii ii ii ii ii ii ii ii ii ii ii
b. Provide a reinforcer contingent on working diligently and quietly at his seat
ii ii ii ii ii ii ii ii ii ii ii ii
c. Move his seat away from others and make it somewhat "isolated."
ii ii ii ii ii ii ii ii ii ii ii
d. Reinforce appropriate asking to visit others - B
ii ii ii ii ii ii ii ii ii ii
You are having trouble getting Kenny on the van. Apparently, the action is effortful, as he
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
has to climb up the stairs, which gives him trouble. In fact, he has actually given up even
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
trying. Using behavioral momentum, how can this be treated?
ii ii ii ii ii ii ii ii ii ii
a. Provide a reinforcer for getting on the van.
ii ii ii ii ii ii ii ii
b. Prompt him briskly down the hall, and release him right before he reaches the steps of
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
the van. Then fade the release point backwards.
ii ii ii ii ii ii ii ii
c. Give a reinforcer for some low effort actions then give the direction to "get on the van."
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
d. Give small reinforcers for just looking at the van, then slowly increase the size of the
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
reinforcer as he begins getting up to walk toward the van. - C
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
You are working with a client who finds physical touch to be aversive. When the person is
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
off task, the program calls for you to give a warning by counting to "10"; at that point, you
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
gently touch him if he has not back on task. The touch remains until he returns to task.
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
Please note that being touched is aversive for this particular individual.
ii ii ii ii ii ii ii ii ii ii ii ii
If the person gets back on task during the counting, this is an example of:
ii ii ii ii ii ii ii ii ii ii ii ii ii ii
a. Escape ii
b. Avoidance
ii ii
c. Positive reinforcement
ii ii
d. Stimulus fading - B
ii ii ii ii ii ii
You are working with a client who finds physical touch to be aversive. When the person is
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
off task, the program calls for you to give a warning by counting to "10"; at that point, you
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
gently touch him if he has not back on task. The touch remains until he returns to task.
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
Please note that being touched is aversive for this particular individual.
ii ii ii ii ii ii ii ii ii ii ii ii
If the person gets back on task when he is touched, this is an example of:
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
a. Escape ii ii
b. Avoidance
ii ii
c. Positive reinforcement
ii ii
d. Negative punishment - A
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Which of the following is NOT a characteristic of effective punishment?
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a. FR1 ii
b. Unpaired with reinforcement
ii ii ii
c. Slowly increasing the intensity of the punisher over time
ii ii ii ii ii ii ii ii ii ii
d. Ensure alternative ways of obtaining the reinforcer - C
ii ii ii ii ii ii ii ii ii ii ii
, A child is having a tantrum in your classroom. You believe that the tantrum is occurring for
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
your attention. You therefore ignore the tantrum until it ceases while continuing daily
ii ii ii ii ii ii ii ii ii ii ii ii ii
activities. You note that the tantrums decrease over time. This is an example of:
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
a. Punishment
ii
b. Establishing operation
ii ii
c. Timeout from reinforcement
ii ii ii
d. Extinction - D
ii ii ii ii ii
You have been asked to consult on a case involving a 10 year old girl who engages in
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
some severe SIB at home, such as scratching her head, banging her head, and poking her
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
eyes. She lives at home with her mother and father. She is nonverbal, but will take her
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
parents by the hand and show them things that she wants. She seems to be able to
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
perform many tasks, but the SIB definitely interferes with many activities.
ii ii ii ii ii ii ii ii ii ii ii
For example, she engages in high-rate SIB during meals.
ii ii ii ii ii ii ii ii
Select the most reasonable first step in the treatment process.
ii ii ii ii ii ii ii ii ii ii
a. Quickly design a program to address the SIB
ii ii ii ii ii ii ii ii
b. Consult with her teachers regarding her self-esteem
ii ii ii ii ii ii ii
c. Conduct interviews with the parents and ask for any records that are available
ii ii ii ii ii ii ii ii ii ii ii ii ii
d. Conduct interviews with her teachers and ask for any records that are available - C
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
You have been asked to consult on a case involving a 10 year old girl who engages in
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
some severe SIB at home, such as scratching her head, banging her head, and poking her
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
eyes. She lives at home with her mother and father. She is nonverbal, but will take her
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
parents by the hand and show them things that she wants. She seems to be able to
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
perform many tasks, but the SIB definitely interferes with many activities.
ii ii ii ii ii ii ii ii ii ii ii
For example, she engages in high-rate SIB during meals.
ii ii ii ii ii ii ii ii
Select the most reasonable first step in the treatment process.
ii ii ii ii ii ii ii ii ii ii
You wish to conduct some descriptive analyses. Which of the following is NOT a rationale
ii ii ii ii ii ii ii ii ii ii ii ii ii ii
for such an activity?
ii ii ii ii ii
a. To determine functional relations
ii ii ii ii
b. To provide information that might lead to a functional relationship
ii ii ii ii ii ii ii ii ii ii
c. To examine patterns of the behavior
ii ii ii ii ii ii
d. To generate hypotheses about the behavior - A
ii ii ii ii ii ii ii ii ii ii
You have been asked to consult on a case involving a 10 year old girl who engages in
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
some severe SIB at home, such as scratching her head, banging her head, and poking her
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
eyes. She lives at home with her mother and father. She is nonverbal, but will take her
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
parents by the hand and show them things that she wants. She seems to be able to
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
perform many tasks, but the SIB definitely interferes with many activities.
ii ii ii ii ii ii ii ii ii ii ii
For example, she engages in high-rate SIB during meals.
ii ii ii ii ii ii ii ii
Select the most reasonable first step in the treatment process.
ii ii ii ii ii ii ii ii ii ii
At first, you are puzzled by the behavior. You therefore work with the child, and then let the
ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii ii
hypotheses evolve from your data. This example demonstrates the process of:
ii ii ii ii ii ii ii ii ii ii ii
a. Induction
ii
b. Deduction
ii
c. Social learning theory
ii ii ii
