BCBA BACB Practice Test Questions and Exam Dumps
Question No 1 :
During a functional behavior assessment (FBA), professionals identify the functions or reasons behind certain behaviors. Which one of the following is NOT considered a typical function of behavior?
A. Attention
B. Escape
C. Frustration
D. Access to tangibles
Correct Answer: C. Frustration
Explanation:
A Functional Behavior Assessment (FBA) is a process used in education, psychology, and behavior therapy to determine why a person engages in a specific behavior—especially if it is challenging or disruptive. Understanding the function of the behavior allows professionals to design effective interventions to replace the undesired behavior with more appropriate alternatives.
Common Functions of Behavior:
There are typically four primary functions of behavior identified in an FBA:
Attention – The individual behaves in a certain way to gain attention from others (peers, teachers, parents).
Escape or Avoidance – The behavior is used to avoid or escape a task, demand, or uncomfortable situation.
Access to Tangibles – The behavior is aimed at obtaining a specific item or activity (e.g., toys, food, screen time).
Sensory/Automatic Reinforcement – The behavior provides some internal pleasure or relief (e.g., rocking, hand-flapping).
Why "Frustration" Is NOT a Function:
Frustration is an emotion, not a function. While frustration can trigger a behavior, it is not considered one of the functional purposes behind the behavior. The function is about what the person gains or avoids by engaging in the behavior—not what they are feeling at the moment.
For example, a child may feel frustrated and then throw a toy. But if the toy-throwing results in the teacher removing the child from the task, the function of the behavior is escape, not frustration.
Summary:
Functional behavior assessments focus on outcomes of behaviors—what the person is trying to achieve. While emotions like frustration can be present, they are not classified as behavior functions in an FBA.
Correct Answer: C. Frustration
Question No 2:
A functional behavior assessment shows that a child tends to engage in hand-biting when she is alone in a room, with no one else present and no specific tasks or demands placed on her. Based on this information, what is the most likely function of the behavior?
A. Attention
B. Access to tangibles
C. Escape/Avoidance
D. Automatic reinforcement
Correct Answer: D. Automatic reinforcement
Explanation:
When conducting a Functional Behavior Assessment (FBA), behavior analysts seek to determine why a particular behavior is occurring—what purpose it serves for the individual. There are four common functions of behavior:
Attention – The behavior seeks a social response from others (e.g., talking, eye contact, reprimands).
Escape/Avoidance – The individual uses the behavior to avoid or stop unwanted tasks or situations (e.g., leaving the room to avoid work).
Access to tangibles – The behavior is performed to obtain a preferred item or activity (e.g., food, toys, electronics).
Automatic reinforcement – The behavior provides internal stimulation or relief and occurs independently of others.
Why “Automatic Reinforcement” Is the Correct Answer:
In the scenario, the child is alone in the room and still engages in hand-biting. Since no one is around to provide attention, there are no demands to escape, and no visible rewards like toys or treats, we can rule out the first three options. That leaves automatic reinforcement as the most likely function.
Automatic reinforcement means that the behavior itself provides some form of internal reward—this could be sensory stimulation, tension release, or calming feedback. In many cases, self-injurious behaviors like hand-biting occur because the action produces a consistent, automatic sensory effect that the individual finds reinforcing.
Summary:
Because the behavior happens in isolation with no clear external consequence or trigger, the likely function is automatic reinforcement. It is internally motivated, and no external person or item is required to maintain it.
Correct Answer: D. Automatic reinforcement
Question no 3:
You are teaching a child how to swim, with a focus on the front crawl stroke. After a few weeks of practice and instruction, the child successfully learns the front crawl. However, without being specifically taught, the child also begins to perform the breaststroke, a different swimming technique. Based on this observation, what type of learning phenomenon has occurred?
A. Stimulus generalization
B. Response generalization
C. Failure to generalize
D. Maintenance
Correct Answer: B. Response generalization
Detailed Explanation:
In behavior analysis, generalization refers to the transfer of learned behavior to new settings, stimuli, or responses. There are two main types of generalization: stimulus generalization and response generalization.
Definitions:
Stimulus generalization occurs when a learned behavior is triggered by stimuli that are similar to the original training stimulus, but not exactly the same. For example, if a child learns to say "dog" when they see a golden retriever, and then also says "dog" when seeing a poodle, that’s stimulus generalization.
Response generalization happens when a person exhibits different but functionally similar behaviors after being taught a specific response. The new behaviors achieve the same goal but look different. In this case, both front crawl and breaststroke are different swimming responses that accomplish the goal of moving through water.
Failure to generalize means the behavior does not extend beyond the training conditions.
Maintenance refers to the continued performance of a learned behavior over time, not the appearance of new responses.
Application to the Scenario:
The child was taught the front crawl, but also began performing the breaststroke—a different but related swimming behavior. Since this was not directly taught but emerged from the training, it fits the definition of response generalization.
Summary:
The child learned swimming skills by performing a new, similar movement (the breaststroke) that was not explicitly taught. This shows response generalization—the spontaneous emergence of new but related behaviors.
Correct Answer: B. Response generalization
Question no 4:
You have been teaching a child how to swim using the front crawl technique in a swimming pool. Later, the child goes to the beach and successfully performs the front crawl in the ocean, even though you never specifically taught the skill in that setting. What type of learning phenomenon has occurred?
A. Stimulus generalization
B. Response generalization
C. Failure to generalize
D. Natural contingencies
Correct Answer: A. Stimulus generalization
Explanation:
In the field of Applied Behavior Analysis (ABA) and learning theory, generalization refers to how well a learned behavior transfers beyond the original learning environment. There are two major types of generalization: stimulus generalization and response generalization.
Understanding the Types:
Stimulus Generalization occurs when a person applies a learned behavior in a new situation or environment, even though the new setting was not part of the original training. The behavior stays the same, but the conditions change.
Response Generalization involves the learner producing new, functionally similar behaviors that weren’t explicitly taught.
Failure to Generalize means the individual only performs the skill in the trained setting and does not transfer it elsewhere.
Natural Contingencies refer to reinforcement that occurs without intervention, typically from the natural environment (e.g., a person swims to reach a float or avoid drowning).
Application to the Scenario:
In this case, the child was taught to swim in a pool, but successfully transferred that behavior to the ocean—a new environment with different stimuli (waves, salt water, depth, etc.).
The behavior (front crawl) stayed the same, but the stimulus changed (pool vs. ocean). This fits the definition of stimulus generalization.
Summary:
The child's ability to perform the front crawl in a different setting (the ocean) after learning it in a controlled setting (the pool) is a clear example of stimulus generalization—where the behavior generalizes across different environments.
Correct Answer: A. Stimulus generalization
Question no 5:
When discussing maintenance in behavior analysis, certain environmental factors help ensure that a learned behavior continues over time. Specifically, these factors refer to the functional relationships between behavior, antecedents, and consequences that naturally occur in the environment where the behavior should be sustained. What are these environmental factors called?
A. Stimulus discriminates
B. Natural contingencies
C. Generalization
D. Maintenance schedules
Correct Answer: B. Natural contingencies
Explanation:
In Applied Behavior Analysis (ABA), the term maintenance refers to the continuation of a learned behavior over time, even after formal teaching or intervention has ended. For a behavior to maintain naturally, it must be supported by real-world conditions that reinforce it without ongoing artificial support.
Key Concept: Natural Contingencies
Natural contingencies are the antecedents and consequences that exist in the learner’s everyday environment, and which support the behavior’s ongoing use. These contingencies occur without artificial intervention and are often part of daily life.
For example:
A child learns to say "hello" during therapy sessions. Later, when the child says "hello" in public and receives a friendly response, that social reinforcement (the greeting back) is a natural contingency that maintains the behavior.
A student learns to raise their hand before speaking in class. If teachers in future classrooms acknowledge them only when they raise their hand, the behavior is maintained by the natural classroom environment.
Why the Other Options Are Incorrect:
A. Stimulus discriminates – This is not a valid behavioral term; possibly a confusion with stimulus discrimination, which relates to recognizing when to perform a behavior under specific conditions.
C. Generalization – Refers to performing behavior in new environments or with new people, not maintaining it over time.
D. Maintenance schedules – Not a recognized term in behavior analysis.
Summary:
Natural contingencies are essential to maintaining behavior once instruction ends. These are real-world cause-and-effect patterns that support continued behavior in the natural environment.
Correct Answer: B. Natural contingencies
Question no 6:
A child is taught to say the word “red” when shown a red card. Later, the child also says “red” when shown an orange card, even though the orange card was not used during training. What is this type of behavior called?
A. Stimulus generalization
B. Response generalization
C. Discrimination
D. Failure to generalize
Correct Answer: A. Stimulus generalization
Explanation:
In Applied Behavior Analysis (ABA), understanding how behaviors transfer across different situations is crucial. One key concept in this area is stimulus generalization.
What Is Stimulus Generalization?
Stimulus generalization occurs when a learned behavior is elicited by stimuli that are similar—but not identical—to the original stimulus used during training.
In this scenario:
The child learned to say “red” when shown a red card (trained behavior).
Later, the child sees an orange card and still says “red”.
Although the orange card is not the same as the red card, it shares similar visual properties (e.g., color family), which causes the child to respond in the same way.
This demonstrates stimulus generalization—the behavior (saying “red”) spreads to similar but untrained stimuli (the orange card).
Why the Other Options Are Incorrect:
B. Response generalization – Occurs when the child shows different behaviors (responses) that serve the same function. For example, saying “crimson” or “scarlet” instead of “red” would be response generalization.
C. Discrimination – This is the opposite of stimulus generalization. It occurs when the child learns to respond only to the red card, and not to similar stimuli like orange.
D. Failure to generalize – Would mean the child doesn’t respond correctly when presented with variations of the original stimulus. That’s not what’s happening here.
Summary:
The child is responding to a new but similar stimulus (orange card) the same way as to the original (red card). This is a textbook case of stimulus generalization, where the trained behavior spreads to similar cues.
Correct Answer: A. Stimulus generalization
Question no 7:
When aiming to maintain a learned behavior over time, especially after it has already been established, which of the following schedules of reinforcement is considered the most effective for ensuring that the behavior continues?
A. Continuous reinforcement
B. Intermittent reinforcement
C. Extinction
D. Ratio
Correct Answer: B. Intermittent reinforcement
Explanation:
In Applied Behavior Analysis (ABA) and learning theory, a schedule of reinforcement refers to the pattern by which reinforcement (rewards or consequences) is delivered after a behavior occurs. These schedules play a major role in how quickly a behavior is learned and, more importantly, how long the behavior is maintained.
Types of Reinforcement Schedules:
Continuous Reinforcement (CRF): The behavior is reinforced every time it occurs. This is very effective for initial learning, but it’s not ideal for long-term maintenance. Once the reinforcement stops, the behavior is more likely to stop as well.
Intermittent Reinforcement: The behavior is reinforced only some of the time. This type of schedule builds resistance to extinction and is most effective for maintaining behaviors over time. Examples include variable ratio and variable interval schedules.
Extinction: Involves withholding reinforcement altogether. This typically leads to a decrease in the behavior over time, making it unsuitable for maintaining behavior.
Ratio: This refers to how many times a behavior must occur before reinforcement is given (e.g., fixed ratio or variable ratio), but it’s not a full schedule by itself. Ratio schedules can be either continuous or intermittent.
Why Intermittent Reinforcement Is Best for Maintenance:
Once a behavior is well-learned, reinforcing it every time is no longer necessary. Intermittent reinforcement keeps the behavior strong because the individual continues the behavior in anticipation of possible reinforcement, even if it doesn’t come every time. This unpredictability makes the behavior more resistant to fading or extinction.
Summary:
To keep a learned behavior going in the long term, intermittent reinforcement is the most effective. It strengthens the behavior and makes it more durable in real-world situations.
Correct Answer: B. Intermittent reinforcement
Question no 8:
You are teaching a student named David how to clean a workshop as preparation for a future job on a professional cleaning crew. Your goal is to help David generalize the cleaning skills he learns in training so that he can apply them effectively in real-world work settings. Based on the strategies listed below, which one is the LEAST likely to promote generalization of his cleaning skills to actual job settings?
A. Make the workshop as much like a real cleaning situation as possible
B. Transition to variable, delayed reinforcement
C. Teach David to use a checklist, which could be used on the cleaning crew
D. Make the workshop distinctive from the cleaning crew and then gradually make it more like it
Correct Answer: D. Make the workshop distinctive from the cleaning crew and then gradually make it more like it
Explanation:
Generalization refers to the ability of a learner to apply skills learned in one setting to new and different environments. In vocational training, the primary goal is to help learners transfer their skills from the training environment (e.g., a mock workshop) to the real-world job site (e.g., an actual cleaning crew).
Why Option D Is Least Effective:
D. "Make the workshop distinctive from the cleaning crew and then gradually make it more like it" introduces unnecessary differences that may delay or even prevent generalization. Creating a setting that is intentionally unlike the real job makes it more difficult for David to recognize when and how to use the skills he's learned. Although gradually making the setting more realistic might help, it's far less efficient than starting with realistic conditions from the beginning.
Why the Other Options Promote Generalization:
A. Making the workshop as realistic as possible enhances generalization by closely mirroring real job conditions.
B. Using variable and delayed reinforcement mimics the real world, where rewards aren't always immediate or predictable.
C. Teaching David to use a checklist builds an independent tool that he can transfer to other cleaning jobs.
Summary:
The best way to promote generalization is to make training as similar to the target environment as possible. Option D does the opposite by starting with a distinctively different environment, making it the least effective strategy.
Correct Answer: D. Make the workshop distinctive from the cleaning crew and then gradually make it more like it
Question no 9:
You are working with an individual who finds physical touch to be aversive. According to the behavior intervention plan, when this individual goes off task, you are instructed to begin a verbal countdown from 1 to 10 as a warning. If the individual does not return to task by the time you reach 10, you are to provide a gentle physical touch — which will remain until the individual resumes the task.
It is important to note that physical touch is aversive for this individual. However, if the individual returns to the task before you reach the count of 10 (i.e., before the aversive physical touch is applied), this is an example of:
A. Escape
B. Avoidance
C. Positive reinforcement
D. Stimulus fading
Correct Answer: B. Avoidance
Explanation:
In behavior analysis, avoidance refers to a type of negative reinforcement in which a behavior prevents the onset of an aversive stimulus. In this scenario, the aversive stimulus is physical touch, which the individual finds unpleasant. The verbal countdown from 1 to 10 acts as a warning cue that the aversive stimulus (touch) is about to occur if the behavior (being off task) continues.
If the individual returns to the task before the countdown ends — thus preventing the physical touch from occurring — they are engaging in avoidance behavior. The removal or prevention of an aversive event strengthens the behavior that preceded it. In this case, getting back on task is reinforced by the avoidance of touch.
This differs from escape, which would occur if the individual waited until the physical touch began, and then returned to task in order to get the touch to stop. Escape involves terminating an aversive stimulus that is already present, while avoidance prevents it from happening in the first place.
Positive reinforcement involves adding a pleasant stimulus to increase a behavior, which does not apply here since the stimulus (touch) is aversive.
Stimulus fading involves gradually changing a stimulus to teach or maintain a response, which is also not relevant here.
Question no 10:
You are working with a client who finds physical touch to be aversive. As outlined in the intervention plan, when the individual becomes off task, you begin counting from 1 to 10 as a warning. If the client has not returned to the task by the count of 10, you then apply a gentle physical touch, which remains in place until the individual resumes the task.
In this case, if the client does not return to the task during the countdown, but does return to the task after the physical touch is applied, this is an example of:
A. Escape
B. Avoidance
C. Positive reinforcement
D. Stimulus fading
Correct Answer: A. Escape
Explanation:
The correct answer is Escape — a form of negative reinforcement. In behavior analysis, escape occurs when a person performs a behavior that results in the removal or termination of an aversive stimulus, thereby increasing the likelihood of that behavior happening again in the future.
In this scenario, the individual finds physical touch aversive. When the person is off task, the physical touch is applied after a 10-second countdown. Once the touch is applied, the person returns to the task. This means the behavior of returning to the task terminates the aversive stimulus (the touch). Because the unwanted stimulus stops after the desired behavior is shown (getting back on task), the individual is negatively reinforced through escape.
This is different from Avoidance, which would involve the person getting back on task before the aversive touch is applied — preventing it altogether.
Positive reinforcement involves adding a pleasant stimulus to increase behavior, which isn’t the case here — the touch is aversive, not rewarding.
Stimulus fading is a technique used to gradually reduce prompts or support, and doesn't apply in this context either.
