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[FinB] In a laboratory setting, a tone is presented to a rat. Shortly after the tone, a painful shock is delivered to the rat. The termination of the shock now functions as a reinforcer and evokes behavior that produced the termination of the shock in the past. After repeated exposure to the tone and shock, which of the following now functions as the CMO-R? 

[FinA] Which example below would be considered a mand?

[FinB] The least common CMO used during instruction for learners with autism is the ______. 

[FinA] Which of the following is measured by the VB-MAPP Transitions Assessment?

[FinA] Which of the following is the most common method (not necessarily the best method) of intervention for learners with autism who emit problem behavior when instructional demands are presented?

[FinA] When teaching intraverbal behavior to early learners, which type of prompt is the best to use?

[FinA] For programs that require arrays of stimuli to be presented, Dr. Sundberg indicated that the ultimate goal should be:

[FinB] Based on the criteria in the VB-MAPP instruction manual, how are each of the 170 items scored?   

[FinB] Which of the following would NOT help with the generalization of mand targets? 

[FinB] Which of the following match-to-sample (MTS) strategies did Dr. Sundberg recommend using to teach receptive discrimination and responding by feature, function, and class (RFFC)? Select all that apply.