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[MidA] Paul begins banging his head whenever he has to work on his homework for more than 15 minutes, which leads his mother to let him take prolonged breaks to work on his artwork. To address this, the behavior analyst suggests that Paul be given a short break for artwork after every 10 minutes of homework. Which antecedent intervention is the behavior analyst using?

[MidB] Paul is completing a functional analysis to find the function of a client’s hand biting. The client is given access to highly preferred activities with no demands placed. Paul provides frequent praise and attention during play but ignores any hand biting. Which of the following FA conditions is Paul running?

[MidA] A behavior therapist trained in functional analyses wants to determine the function of a client’s behavior of getting out of their seat and running around the room. The therapist places the client in a room while she silently writes in a notebook, avoiding interactions. If the client gets up and runs around, the therapist immediately turns and asks the client to, “Stop.” Which FA condition is the therapist running?

[MidB] A behavior analyst is conducting a functional analysis to determine the function of a client’s bizarre vocalizations in the workplace. The behavior analyst sets up a condition where they present an aversive task. If the client engages in bizarre vocalizations, the analyst removes the task for up to 30 seconds before presenting it again. Which FA condition is the behavior analyst running?

[MidA] Ayana, a behavior analyst, includes the following statement in Mateo’s behavior plan: “A total of six observations were completed-four at school during academic activities and two during after-school care. Each lasted approximately 45 minutes. A total of 18 instances of throwing objects were recorded, with 13 at school and 5 during after-care. Throwing appeared to be maintained by escape from task demands. The FAST was also conducted with school staff and Mateo’s father, supporting the same function.” This information belongs in which section of the formal behavior plan? In which section of the formal behavior plan does this information belong?

[MidB] Which of the following scenarios illustrates a generic antecedent intervention?

[MidB] A behavior analyst is supporting Maya, a 6-year-old with limited speech and fine- motor challenges. IISCA results show that her precursors and problem behaviors often occur when she does not have access to preferred activities or adult interaction. Maya uses PECS® to communicate and currently selects the “book” card when she wants to read. The analyst begins teaching Maya to first select the “I want” card before choosing the “book” card (e.g., “I want book”). Which strategy is the behavior analyst using to increase the complexity of Maya’s functional communication response (FCR)?

[MidA] Which of the following scenarios illustrates a function-based antecedent intervention?

[MidA] Edna includes the following statement in a behavior plan for her client: “Bart has been removed from the classroom on 12 separate occasions this semester due to physical aggression. If the behavior persists, a change of school placement may be considered.” In which section of the formal behavior plan does this information belong?

[MidB] A student repeatedly engages in disruptive behavior when asked to write notes from the whiteboard. The teacher replaces the requirement with printed handouts that include guided notes, allowing the student to fill in key terms rather than copying full sentences. Which antecedent intervention is the teacher using?