- Applied Behavior Analysis Skill Acquisition Programming Questions and Answers Flashcards

A BCBA is teaching a child to identify emotions using a discrete trial format. After mastering 'happy' and 'sad' with 100% accuracy across three consecutive sessions, the child consistently labels a neutral facial expression as 'sad.' Which programming decision BEST addresses this overgeneralization error?

Answer: Reinforce only correct responses to the neutral stimulus using differential reinforcement and add the neutral face to the existing stimulus set with varied exemplars

When a learner overgeneralizes a learned label to untrained stimuli, the appropriate response is to formally introduce the confused stimulus (neutral face) as a new discrimination target within the existing program. Differential reinforcement (reinforcing correct labeling of neutral, withholding for incorrect labeling) combined with varied exemplars builds the discrimination. Reverting mastered targets to acquisition (option C) is unnecessary and inefficient. Errorless learning alone (option A) without differential reinforcement doesn't resolve the discrimination problem. Option D's 20% error threshold before practicing neutral stimuli delays necessary training.

When programming for generalization of a manding repertoire, a practitioner uses the 'train loosely' strategy. Which of the following BEST exemplifies this strategy while maintaining procedural fidelity?

Answer: Systematically varying non-critical antecedent dimensions (e.g., therapist voice tone, room, materials) while the target response and reinforcement contingency remain consistent

'Train loosely' (Stokes & Baer, 1977) refers to intentionally varying non-essential antecedent stimuli during instruction — therapist affect, materials, room layout, phrasing — so the learner's response comes under control of the relevant SD rather than irrelevant contextual features. The target behavior and reinforcement contingency remain constant. Option A contradicts the strategy by keeping the SD rigid. Option C describes multiple exemplar training, a related but distinct strategy. Option D describes prompt fading, which addresses prompt dependency, not generalization programming.

A programmer is designing a skill acquisition program using a total task chaining procedure for a 12-step hand-washing routine. After 10 sessions, data show the learner independently completes steps 1–4 and 9–12 but requires full physical prompting on steps 5–8. What is the MOST appropriate data-driven modification?

Answer: Maintain total task chaining but insert a brief errorless teaching phase targeting only steps 5–8 before re-integrating into the full chain

When a learner using total task chaining has persistent prompt dependency on a subset of steps, the evidence-based modification is to isolate those steps for focused, errorless acquisition training before reintegrating them into the full task. This preserves the total task format and the learner's existing independence on mastered steps. Switching to backward chaining (option A) abandons the current format unnecessarily and disrupts mastered steps. Switching to forward chaining at step 5 (option C) would require re-prompting on steps the learner can already perform independently. Increasing reinforcement magnitude (option D) does not address the skill deficit.

A practitioner is programming a Listener Responding by Feature, Function, and Class (LRFFC) program. The learner has mastered 20 item-function relations (e.g., 'show me something you drink from') but fails to generalize to novel untrained items in the same functional category. Which programming modification directly addresses this failure of generalization at the LRFFC level?

Answer: Implement multiple exemplar training using at least 6–8 untrained members of each functional category before re-probing generalization

Failure to generalize LRFFC relations to untrained exemplars within the same category is addressed by multiple exemplar training (MET). Teaching the function relation across a sufficient range of physically varied exemplars (e.g., different cups, glasses, mugs for 'something you drink from') establishes a generalized operant rather than a stimulus-specific response. Tact training first (option A) may help incidentally but does not directly target generalization of the listener response. Adding a second feature (option C) increases task difficulty rather than promoting generalization. Matrix training (option D) targets recombinative generalization of two-component relations, which is a different programming goal.

During a discrete trial teaching session for an intraverbal program, a learner consistently emits a correct response on the first trial of each session but errors on 60–80% of subsequent trials within the same session. The practitioner suspects the pattern reflects a specific behavioral process. Which explanation and corresponding modification is MOST accurate?

Answer: The pattern reflects the abolishing operation reducing the reinforcing value of the consequence after the first trial; adjust delivery to ensure the EO is re-established between trials

A correct first-trial response followed by within-session deterioration is a hallmark pattern attributable to the establishing operation (EO) being consumed after the first reinforcer delivery. The reinforcer's value is momentarily high at session onset (EO in effect), the learner responds correctly and contacts the reinforcer, and the abolishing operation (AO) then reduces the functional value of that reinforcer, degrading subsequent responding. The fix is to re-establish the EO between trials (e.g., vary reinforcers, use brief deprivation periods, or intersperse maintenance tasks). Option B (satiation) is partially related but identifies the wrong mechanism and the wrong solution. Ratio strain (option A) applies to schedules, not trial-by-trial accuracy decay. Resurgence (option C) requires a history of extinction of a competing response, which is not indicated.

A BCBA is designing a skill acquisition program using Behavioral Skills Training (BST) to teach a new line therapist to implement DTT with procedural fidelity. After instruction and modeling, the therapist scores 55% on a fidelity checklist during a role-play. Which NEXT step in the BST protocol is MOST appropriate, and why?

Answer: Conduct additional role-play rehearsal with immediate, specific, behavior-specific feedback targeting the steps scored as incorrect, then re-assess fidelity

BST consists of four sequential components: instruction, modeling, rehearsal, and feedback. When rehearsal yields insufficient fidelity (55% is well below a typical mastery criterion of 80–90%), the protocol calls for immediate, specific, behavior-specific feedback on the errors, followed by additional rehearsal — not advancement to real-learner contexts. Option A advances to in-vivo work prematurely, risking harm to the learner. Option B re-delivers modeling, which is appropriate if the therapist lacks the knowledge, but at 55% fidelity the problem is typically performance rather than knowledge acquisition — feedback-guided rehearsal is more efficient. Option D adds a written test, which is an instructional step that was already completed and does not address performance-level deficits.