- Applied Behavior Analysis Core ABA Principles Questions and Answers Flashcards

A behavior analyst is using a DRO (Differential Reinforcement of Other behavior) schedule to reduce self-injurious behavior. After 3 weeks, the target behavior has decreased by 60% but has not been eliminated. The client begins engaging in a NEW topographically different behavior that appears to serve the same function. This phenomenon is BEST described as:

Answer: Response generalization

Response generalization occurs when reinforcement or punishment of one behavior affects the rate of other functionally equivalent behaviors. When a DRO eliminates one topography of a behavior maintained by the same reinforcer, other topographies of the same functional response class may emerge—this is response generalization within a response class, not a new independent behavior.

During an FA, a therapist conducts a tangible condition where preferred items are removed and returned contingent on problem behavior. The data show elevated rates across ALL conditions including the control (play) condition. Before concluding the behavior is automatically reinforced, the analyst should FIRST rule out:

Answer: Multi-element design sequencing effects causing a contrast artifact in the control condition

When all FA conditions—including the control—show elevated responding, the analyst must first rule out sequencing effects in the multi-element (alternating treatments) design, where exposure to reinforcement conditions immediately before the control can produce contrast artifacts that artificially inflate control-condition rates. This is a methodological concern that must be addressed before drawing functional conclusions.

A BCBA is teaching a client to discriminate between a 20-second and a 40-second interval using a free-operant timing procedure. The client is reinforced for responses occurring at or after the target interval. Over trials, the client's response rate shows a characteristic 'scallop' pattern. This pattern is most consistent with which schedule of reinforcement?

Answer: Fixed interval (FI)

The 'scallop' pattern—a post-reinforcement pause followed by accelerating response rates as the interval elapses—is the defining cumulative record pattern for Fixed Interval (FI) schedules. The organism learns that responses are only reinforced after a fixed amount of time has passed, producing this characteristic pause-then-accelerate pattern.

An ABA program targets manding (requesting) in a child with limited vocal behavior using a transfer-of-stimulus-control procedure. The trainer first establishes an echoic-to-mand transfer by presenting the echoic prompt before the child makes a request. Over time, echoic prompts are faded. According to Skinner's analysis of verbal behavior, what is the CRITICAL feature that distinguishes a pure mand from an echoic response, even when they produce the same vocal topography?

Answer: The mand is under the control of a motivating operation (MO) and its specific reinforcer, whereas the echoic is controlled by the verbal stimulus of another speaker

Skinner defined verbal operants by their controlling variables, not their topography. A mand is uniquely controlled by a motivating operation (MO)—a state of deprivation or aversive stimulation—and is reinforced by the specific consequence it specifies. An echoic is controlled by a verbal auditory stimulus (another person's vocal behavior) and reinforced by generalized conditioned reinforcement. The same word ('water') can be a mand or echoic depending entirely on what controls it.

A researcher is evaluating the experimental control of an ABAB reversal design. During the second B phase, the target behavior does NOT return to B-phase levels—it instead remains near the A-phase (baseline) level. Assuming no procedural drift, this outcome MOST likely indicates:

Answer: An irreversibility problem caused by learning or habit formation, which undermines the internal validity of the design for this behavior

When behavior fails to reverse during the return-to-baseline phase of an ABAB design, the most likely explanation (absent procedural error) is that irreversible learning or habit formation has occurred—the skill or behavior change is now maintained by naturally occurring contingencies or has become part of the learner's repertoire. This is a known limitation of reversal designs with behaviors that involve learning, and it compromises internal validity by preventing a demonstration of experimental control.

A behavior analyst measures a client's aggressive behavior using momentary time sampling (MTS) at 10-second intervals across a 10-minute session. The behavior occurs in one continuous 45-second burst at the 4-minute mark. How many intervals would MTS MOST likely score as positive for aggression?

Answer: Between 4 and 5 intervals, depending on the exact onset relative to interval boundaries

Momentary time sampling (MTS) records whether the behavior is occurring ONLY at the moment the interval ends (the observation point). A 45-second continuous burst spanning the 4:00–4:45 mark would be sampled at the 4:00, 4:10, 4:20, 4:30, and 4:40 observation points—potentially 4 or 5 positive intervals depending on whether onset/offset align with sampling moments. This illustrates MTS's known bias: it can overestimate or underestimate depending on behavior duration and timing relative to observation points.