Why is improving academic grades not a good target behavior?

A behavior that produces corresponding modifications or co-variations in other adaptive, untrained behaviors is a(n) _____________________.

A descriptive and temporally sequenced account of behavior in the natural environment is called a(n):

A good behavior definition includes:

A and B:What the behavior may not include and an operational description of the behavior

A(n) ________ behavior is a behavior that produces indirect benefits to clients by potentially increasing opportunities for participation in other environments.

A(n) ________ definition designates responses in terms of their effect on the environment.

A(n) ________ definition refers to the form of the behavior, whereas a(n) ________ definition refers to the effects of the behavior on the environment.

Topographical, funciton-based

All of the following are assessment methods used in applied behavior analysis except:

All of the following are competencies of a behavior analyst except:

Ability to conduct statistical analysis of data

An anecdotal observation is a form of direct, continuous observation of all behaviors of interest and the environmental conditions.

Behavior assessment seeks to determine the ______ of a behavior.

Behavior that exposes an individual to new contingencies, reinforcers, and stimulus controls is called:

Behaviors have ________ if they affect a person's life in a positive and meaningful manner.

Behaviors targeted for assessment must be socially significant. Which dimension of ABA is most related?

Explicit behavior definitions are important in research of applied behavior analysis for all of the following except:

Agreement between assessment and intervention data

Improving academic grades is not a good target behavior because academic grades:

Do not specify the behaviors required to achieve the goal

In determining the likelihood of success in changing a behavior, all of the following should be considered except:

Social validity of the behavior

Interview questions should avoid why questions because these tend to encourage _______ explanations of behavior.

Juan is a six-year-old boy with a developmental disability who attends an integrated kindergarten class. Assessments have identified four target behaviors. Which behavior should be the first target for intervention?

Bolting from the playground

One method of priority ranking various potential target behaviors is to:

One of the fundamental questions to answer before initiating behavioral assessment is:

Who has the authority and skill to intervene with the behavior?

Outcome criteria should be established before intervention commences for all of the following reasons except:

To ensure accurate data collection

Potential target behaviors should not be selected if the primary reason for selection is the:

The ________ of behavior rule states that a target behavior should only be selected when it can be determined that the behavior will produce natural reinforcement.

The belief that individuals with disabilities should be physically and socially integrated into society to the maximum extent possible is called habilitation.

The preferred method of behavioral assessment to determine which behaviors to target for change is _____________.

The principle of ________ determines the degree to which a person's behavior repertoire maximizes short- and long-term reinforcers for that individual and for others, and minimizes short- and long-term punishers.

The progression of behavioral assessment can be conceptualized as a __________ shape.

When a problem behavior has been targeted for reduction or elimination, the behavior analyst must always include a(n) ________ in the intervention plan.

When interviewing a significant other about a client's behavior, the behavior analyst should ask variations of all of the following types of questions except:

When prioritizing behaviors for change, a chronic behavior _____________ when compared to a more recently acquired behavior