[MidA] Gina, a behavior analyst, wants to prepare Gervase to transition into kindergarten. He has mastered all of his programs and goals in the one-on-one setting, but is having trouble engaging in the mastered targets in the real world. Gina programs to run trials in Gervase’s home, at the mall, and at various other settings where he frequently goes. She wants him to get as many opportunities as possible to practice before transitioning into kindergarten. Which teaching method would be best for Gina to use?

[MidB] Miranda plans to watch her clients at their workplace during the challenging times identified by the supervisor. She is careful to observe and record information but otherwise does not interact with the client. Which of the following assessments is Miranda conducting?

[MidB] Cameron can brush his teeth on his own, but he often forgets to use mouthwash afterward. To increase the likelihood that he uses it, his dad places the mouthwash container on the counter next to Cameron as soon as he finishes brushing. Each day, his dad gradually moves the container closer to its usual spot in the cabinet. Over time, Cameron begins using mouthwash independently, even when it’s no longer placed near him. Which of the following is Cameron’s dad using to evoke mouthwash use?

[MidB] Marlow’s behavior analyst has taught her to use her communication device to order ice cream at her favorite ice cream shop. Marlow goes to the ice cream shop every Friday and has become independent in ordering her favorite ice cream, specifically from her favorite staff person, Rosalie, who has been there every Friday evening since Marlow learned how to order her ice cream on her communication device. One Friday, Marlow goes to the ice cream shop with her behavior analyst, and Rosalie is not there. Marlow is unable to tell the unfamiliar employee what ice cream she wants to order and becomes visibly agitated. What should the behavior analyst have done to avoid this unwanted effect of reinforcement?

[MidA] Laurie, a behavior analyst, is teaching her client, Aaron, to select the class to which printed names of food items belong. She asks him to select the class that broccoli belongs to, and he correctly chooses “vegetables.” Later, when asked to select the class that a “cupcake” belongs to, he selects “dessert.” Aaron correctly selecting the class of food when given the printed name illustrates which of the following?

What is the density of carbon dioxide gas (g/L) at 1106.2 mm Hg and 56.3 °C?

[MidA] Von, a behavior analyst, is working on increasing Jerrod’s vocal repertoire. Von takes Jerrod to a highly preferred therapy room containing several of Jerrod’s preferred items, including several toy trucks. Von follows Jerrod around the room. When Jerrod sits down next to the toy trucks and begins sorting them, Von sets some trucks aside. When Jerrod reaches for the toy truck that Von had set aside, Von models the sound by saying, “Tuh,” and Jerrod repeats the sound saying, “Tuh.” Von gives the toy truck to Jerrod and continues to contrive echoics in the therapy room depending on what Jerrod is most interested in playing with. Which of the following teaching strategies is Von using with Jerrod?

[MidA] Sebastian, a behavior analyst, has observed that his student, Allison, enjoys singing along to certain songs more than others. To assess the reinforcing effectiveness of her favorite songs, Sebastian begins by asking Allison to complete simple matching worksheets where she circles the pictures that go together. Sebastian does not deliver programmed consequences for correct responses. After a few sessions, Sebastian presents similar matching tasks but plays several seconds of a favorite song following each correct response. After completing an A-B-A-B design, Sebastian finds that Allison’s rate of responding during the music-delivery phase is comparable to the no-consequence phase. Which of the following assessments did Sebastian use?

How far should your toes be from the ball while setting up for a putt? (how far away do you stand from the ball while putting?)

Fill in the blanks with the appropriate present tense form of the verb in parentheses.  1) Mis hermanos y yo siempro [BLANK-1] (asistir) a nuestras clases.  2) Algunos estudiantes no [BLANK-2] (asistir) a sus clases en persona sino por línea.  3) Nosotros [BLANK-3] (comer) en la cafetería a veces.  4) ¿[BLANK-4] (comer) tú en la cafetería? 5) ¿[BLANK-5] (escribir) poemas tú y tus amigos? 6) Nosotros [BLANK-6] (salir) los fines de semana.