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?

A child is working on advanced verbal behavior skills in their educational program. This consists of engaging in listening behavior and spelling written words that are dictated by the behavioral therapist. What type verbal behavior is being targeted?

Rosa has educational goals to learn to speak English. Her therapist presents pictures of preferred items, states the label in English, and prompts Rosa to repeat them. Over time, the therapist stops labeling items and begins to present Rosa with a variety of pictures of the same items. The therapist is utilizing ___________ to teach Rosa.

You are a BCBA working with a non-verbal child in middle school. You observe the child and talk to family. You come up with the overall conclusion that the child only requests what he wants by grunting. Those around the child do not know what he wants or needs, so you make that your first priority in skill acquisition. Which core principle does this best represent?

The traditional and formal views of the properties of language involve the: