You are a BCBA supervising an RBT in a research clinic. You are working with a high school aged client who wants to work on basic conversational social skills. You know how important it is to see this individual learn and use these skills in the clinic, but more importantly, use these skills in many natural settings (e.g., school, extracurricular activities, home). You meet with the RBT to talk her through the implementation of a multiple baseline design across settings for this client. The RBT asks you why you are using a multiple baseline design to measure social skills. You describe all the reasons why you prefer this design, EXCEPT: 

You are a BCBA consulting at a local school. You have been talking with a teacher who wants to implement a group contingency to include all of her students. Many of her students are forgetting to bring their pen and notebook to class. She wants them to be prepared for class. You work with her to create a group contingency that requires each person in the group to bring the pen and notebook to the classroom and set it on his/her desk. If all group members bring their notebook and pen to the class, the group gets a token and the tokens can be cashed in at the end of the month for a preferred activity (e.g., pizza party). What group contingency does this describe?

In contrast to other theories, behaviorists see language as all of the following, EXCEPT:

In single-case design, there is a systematic manipulation of the _________  and continuous measurement of effects on the ___________ .

A common term and teaching tool used in behaviorism and social cognitive theory is:

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….  

You are a BCBA consulting with one of your client’s parents in the home setting. You just began providing services to them and you have observed some of the interactions they have had with their child during intervention implementation. You are including parent training in your services, so you have weekly meetings to debrief with them and discuss topics to improve fidelity and answer any questions. This past week, the parents were implementing extinction procedures for their child that wanted to escape taking a bath. The child screamed and hit until the parents were exhausted, so they let him elope. You explain that the need for consistency in extinction is important. You also tell them that is important to consider their child’s behavior and function, but it is just as important to…

Unlike behaviorists, cognitive psychologists focus their inquiries on all of the following except:

You are a BCBA and the director of an ABA clinic. You conduct intake assessments and place clients with specific BCBAs. You have a potential client who comes in. After interviewing the parents and observing the child, you learn that the child engages in pica and typically eats sand from the sandbox. You make note that this child could definitely benefit from ABA services. In addition, the parents bring a note from the doctor that the child does not suffer from a vitamin deficiency and does not have an underlying medical issue that causes pica. You are excited about boosting client numbers, so you tell the parents you have accepted the child in the clinic, but you don’t run this by any of the other BCBAs. You are not exactly sure of their previous experiences with specific food-related behaviors, but they have been amazing in treating a variety of challenging behaviors. If you go forward with the placement of this child without discussing it with the BCBA who will be implementing the intervention, what is the most likely ethical violation

You are a BCBA who works for the school district. You get a call from a teacher asking you to come to the classroom ASAP and help her with a student who is “acting up” in class. The teacher hangs up the phone and you don’t get any other information. What is the first thing you should do after getting the phone call?