You work in a group home with a 20-year-old client who is non-verbal and wakes up in the middle of the night, climbs out of bed, walks out of the group home, and then walks down a local highway while cars speed past. Typically, the police pick up your client and bring him back to the group home. The staff have a team meeting about this critical issue and one therapist suggests that bars be placed on the sides and top of the bed, and then locked so that the client cannot leave his bed. This is disturbing to you as a BCBA. What is the most relevant ethical principle that could be violated in this scenario?

You are a BCBA working with a 25-year-old female client in a group home. She has a boyfriend that comes over, but the staff only let them visit in the common living room so they can “keep an eye on them”. Your client has asked the staff to allow her boyfriend back in her room so that they can be alone. The staff continue to say “no”. What is the most relevant ethical principle present in this dilemma?

An FBA can include many components. Which FBA component includes systematic manipulations?

A teacher wants her students to come into class in the morning, and react to her verbal instruction, “It is time for breakfast” before going to the food table to start eating. The breakfast food is usually sitting out, but many students just walk over to the food immediately and start eating before the teacher has a chance to say “It is time for breakfast”. In order to do this, she pairs “It is time for breakfast” with the presence of the breakfast food on the table. In subsequent classes, she removes the food from the table, so students continue to respond to “It is time for breakfast” by sitting down at the breakfast table even without the presence of food. What learning process does this represent?

You are a BCBA supervising a student at a local university. The student is helping you with your research study. You and your student are going to present your findings at a local conference that many of your colleagues attend. You put her in charge of creating the presentation. When she completes this, you meet with her to complete a run through. She begins by going over the purpose of the study, describing the participants who are differentiated by their initials, and the independent and dependent measures. She goes through the study procedures, the results and graphs, and the overall impact of these results in the literature and in practice. The presentation is almost perfect, but you have one thing that you want to clear up in the presentation. What part of the presentation do you need to address immediately?

A student you are supervising comes to you to ask for advice in conducting their single-case research. Your student is working with a client who needs immediate intervention. The client has been exhibiting challenging behavior (i.e., hitting, screaming, biting) that is tangibly maintained. Your student has already written up a proposal to intervene with FCT for the desired items. However, the client is nonverbal and has been communicating with PECS and an SGD on his iPad. Your student is not sure what single-case design would allow her to intervene with FCT immediately as well as measure effects of FCT with PECS and an SGD. You tell her that the best design would be…

You are a BCBA consulting with a teacher in a general education setting. She has one student who continues to talk to his peers sitting next to him during lecture. The teacher asks him to stop, but he continues. The teacher eventually asks him to sit in the hall because he is being disruptive. The next couple of days in class, the student continues to talk to his peers and the teacher continues to send him out in the hall. The teacher tells you that it is so much easier to teach when the student is out in the hall. The teacher’s continued behavior in throwing the student out of class is due to…

You are a BCBA who works with a young client in an ABA clinic. Before she started Kindergarten, you worked toward goals that would help her succeed in school (e.g., social skills). You continue to work on these goals with her now that she is in school.  You would like to ask the teacher how things are going in class, so you can inquire about generalization. If you go straight to the teacher and ask about the child’s progress, you are violating….  

Please put the following, numbered graphs measuring the number of mands for preferred items in order of those graphs that show no/least experimental control to those graphs that show the most experimental control.

You are a student completing your BCBA required courses and you are asked to write up a proposal for a single-case study you would like to conduct. You write up a rough version for your professor to look over. It includes: This single-case study will include three participants ages 16 to 18 years old diagnosed with developmental disabilities during school lunch in the cafeteria. A multiple baseline design across participants will be implemented measuring social skills. These social skills include peer interactions (i.e., saying hello/hi/hey to a peer next to or across from them at the lunch table, asking at least 2 questions about the peer, and answering every question that is posed by the peer to the participant). Data collection will occur every day of the school week (i.e., Monday through Friday) for 3 consecutive weeks. Your professor looks over your rough proposal and tells you that you are missing a key component of single-case design. Which component is missing?