ABAT - Applied Behavior Analysis Skill Acquisition Programming Questions and Answers 2 — Questions and Answers
Question 1: In discrete trial training (DTT), the inter-trial interval (ITI) refers to:
- The time between the SD and the learner's response
- The brief pause between the end of one trial and the start of the next (Correct answer)
- The number of trials in a session
- The time allowed for the learner to respond before a prompt is delivered
Correct answer: The brief pause between the end of one trial and the start of the next
The ITI is the brief pause inserted after the consequence of one trial before the next SD is presented, allowing a natural reset between trials.
The inter-trial interval (ITI) is the period between the end of one discrete trial (after the consequence has been delivered) and the onset of the next SD. Typical ITIs range from 1–5 seconds. During the ITI, the learner may engage in a brief preferred activity, and the BT may reset materials. The ITI allows time for the learner to process the previous trial, prevents trials from blending together, and gives the therapist time to record data. Too short an ITI can increase errors due to response perseveration; too long can reduce learning efficiency.
Question 2: Which of the following best describes a task analysis?
- A list of behaviors to target for reduction
- A breakdown of a complex skill into smaller, teachable component steps in the order they must be performed (Correct answer)
- A data recording sheet for frequency data
- A rating of a learner's skill level on standardized assessments
Correct answer: A breakdown of a complex skill into smaller, teachable component steps in the order they must be performed
A task analysis breaks a complex skill into the sequential steps needed to complete it, each of which can be taught and assessed independently.
A task analysis (TA) involves breaking a complex behavior chain into the smallest teachable component steps in the specific order they must occur to complete the skill. Task analyses are used in chaining procedures (forward, backward, total task) to teach multi-step skills such as hand-washing, dressing, cooking, and toileting. When conducting a task analysis, the behavior analyst typically performs the task themselves or interviews experts to identify every step. Each step is operationally defined so it can be prompted and reinforced discretely.
Question 3: In backward chaining, instruction begins with:
- The first step of the task analysis
- The last step of the task analysis, with all preceding steps completed for the learner (Correct answer)
- A randomly selected step in the middle of the chain
- The most difficult step regardless of position
Correct answer: The last step of the task analysis, with all preceding steps completed for the learner
Backward chaining teaches the last step of the task first, with all preceding steps completed by the trainer, so the learner experiences task completion and reinforcement from the start.
Backward chaining begins by teaching the final step of the task analysis, with the trainer completing all prior steps. The learner performs only the last step independently and receives reinforcement (natural completion of the task). Once the final step is mastered, the second-to-last step is added, and so on until all steps are performed independently. Backward chaining ensures the learner always experiences the natural reinforcer of completing the task and is often preferred for learners who respond well to consistent reinforcement for task completion.
Question 4: Which reinforcement schedule is recommended when transitioning from initial skill acquisition to maintenance?
- Thinning from continuous reinforcement (CRF) to an intermittent schedule (Correct answer)
- Switching immediately to an extinction-only procedure
- Maintaining a continuous reinforcement schedule indefinitely
- Using a fixed ratio 100 schedule from the beginning
Correct answer: Thinning from continuous reinforcement (CRF) to an intermittent schedule
After initial acquisition under CRF, thinning to an intermittent schedule maintains the behavior efficiently and increases its resistance to extinction.
Once a skill is acquired under continuous reinforcement (CRF), the schedule should be thinned systematically to an intermittent schedule (e.g., FR2, FR3, then a variable ratio) to promote maintenance without requiring constant reinforcement. Abrupt removal of reinforcement can lead to rapid extinction of the skill. Gradual thinning also increases resistance to extinction, meaning the skill will persist even when reinforcement is infrequent. The goal is to approximate the natural reinforcement schedule available in the learner's everyday environment.
Question 5: The ABLLS-R (Assessment of Basic Language and Learning Skills – Revised) is used in ABA programs to:
- Diagnose autism spectrum disorder
- Assess a learner's skill levels across language and adaptive domains to guide individualized programming (Correct answer)
- Measure teacher's instructional quality
- Administer standardized intelligence testing
Correct answer: Assess a learner's skill levels across language and adaptive domains to guide individualized programming
The ABLLS-R is a criterion-referenced assessment tool used to identify a learner's current skill levels and prioritize programming targets in ABA.
The Assessment of Basic Language and Learning Skills – Revised (ABLLS-R), developed by Partington and Sundberg, is a criterion-referenced assessment and skill-tracking system used in ABA programs for learners with ASD and developmental disabilities. It assesses skills across 25 domains including language (manding, echoic, imitation, tacting, listener responding, intraverbal) and adaptive skills (self-care, classroom routines, motor skills). Results guide the development of individualized skill acquisition programs and allow progress tracking over time.
Question 6: Incidental teaching is a form of naturalistic instruction that:
- Structures every learning opportunity with pre-set materials and a fixed trial format
- Uses naturally occurring situations where the learner initiates interest to deliver brief, embedded teaching opportunities (Correct answer)
- Requires the learner to request a teaching trial before learning can occur
- Only teaches manding skills
Correct answer: Uses naturally occurring situations where the learner initiates interest to deliver brief, embedded teaching opportunities
Incidental teaching capitalizes on the learner's naturally initiated interest in materials or activities to embed brief, motivationally aligned teaching opportunities.
Incidental teaching, developed by Hart and Risley, is a naturalistic teaching procedure in which the therapist capitalizes on learner-initiated interactions with preferred items or activities to deliver teaching opportunities. The therapist arranges the environment to create interest, waits for the learner to initiate, prompts an elaborated response, and provides the requested item as natural reinforcement. Incidental teaching is embedded within natural routines and does not require a discrete trial format. It is especially effective for language and communication targets and promotes generalization.
ABAT - Applied Behavior Analysis Skill Acquisition Programming Questions and Answers 2
In discrete trial training (DTT), the inter-trial interval (ITI) refers to: