ABA Exam Coach

G.1: Design and evaluate positive and negative reinforcement procedures.

Free practice questions for this part of the BCBA, with an explanation for every option.

A 9-year-old often refuses math worksheets. His teacher starts letting him put the worksheet away and take a 3-minute break each time he finishes three problems. Over two weeks, the number of problems he completes each session increases steadily. Which procedure best describes this?
  1. A. Negative punishment, because the worksheet is taken away
    Punishment decreases behavior. Here, problem completion increased.
  2. B. Negative reinforcement, because completing problems removes the task for a short time
    Correct. Task completion ends the task demand for a while, and completion increases. That is negative reinforcement.
  3. C. Differential reinforcement of other behavior, because breaks are given for not refusing
    The break depends on completing a specific response (three problems), not on the absence of refusal for a set interval.
  4. D. Positive reinforcement, because a break is something the student gets
    The functional change is the removal of the aversive task, not the addition of a stimulus. So the break works as escape, which makes this negative reinforcement.
An RBT gives a child a sticker each time the child raises a hand during group instruction. After 10 sessions, data show no change in the rate of hand raising compared with baseline. What is the most accurate conclusion?
  1. A. Hand raising is on extinction, so the RBT should keep going until an extinction burst occurs
    Hand raising is followed by a consequence, so it is not on extinction, and an extinction burst would not be expected.
  2. B. The procedure is positive reinforcement because a stimulus is added after the behavior
    Adding a stimulus is not enough. Positive reinforcement also requires an increase in future frequency.
  3. C. The sticker is a reinforcer, but the child needs more sessions to learn the contingency
    A stimulus counts as a reinforcer only if it increases future responding. Ten sessions with no change do not support calling the sticker a reinforcer.
  4. D. Under these conditions, the sticker has not functioned as a reinforcer for hand raising
    Correct. Reinforcement is defined by its effect. With no increase, the sticker did not work as a reinforcer, so a preference or reinforcer assessment is the next step.
A BCBA is designing a positive reinforcement program to increase independent toothbrushing for a teen with an intellectual disability. Which design feature is most likely to make the program effective at first?
  1. A. Delivering an item identified by a preference assessment right after each instance of independent brushing
    Correct. An empirically identified stimulus delivered immediately and contingently on the target response gives the strongest start.
  2. B. Using a lean variable-ratio schedule from the start to build persistence
    Lean intermittent schedules suit maintenance. Continuous reinforcement is better while acquiring a skill.
  3. C. Delivering a highly preferred item at the end of the day if toothbrushing occurred in the morning
    A long delay weakens the reinforcement contingency because other behaviors happen in between.
  4. D. Choosing the reinforcer based on what caregivers believe the teen likes most
    Caregiver nominations are often inaccurate. A systematic preference assessment is more reliable.

Take the free diagnostic