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[MidA] Rodrigo is an adult with a severe intellectual disability. He is learning how to make a sandwich. As they progress through the steps of a task analysis, Shari, his behavior analyst, says, “Open the refrigerator,” and places his hand on the handle of the refrigerator door. Rodrigo does not respond, so she places her hand on his and gently assists him in opening the door as she says, “Open the refrigerator” again. Which type of prompt Shari is using to teach Rodrigo?

[MidB] Tara gathers five toys that Ellie’s teacher reported as her favorites. She places all five toys in front of Ellie and asks her to choose one. After Ellie selects a toy, Tara removes the remaining items and allows her to play with the chosen toy for a short time. Tara repeats this process multiple times, presenting all five toys each time. What type of preference assessment is Tara using?

[MidB] Malik provides a checklist of daily living skills to his client’s parents and asks them to rate which skills they feel are most important for their child to learn. Malik is conducting which of the following?

The below question is the last question on this exam. After answering the question and BEFORE submitting the exam, please rip up your scratch paper in front of the camera.   [MidA] While working on a social skills program, when asked, “How are you?” or “How was your day?” a client only responds, “I’m fine.” Given this scenario, what should Devon, the behavior analyst, do to avoid this unwanted effect of reinforcement?

[MidB] Marion scratches adults to obtain their attention.attention is withheld for an extended period, Marion frequently engages in a 15-minute tantrum. Marion’s history is such that scratching has resulted in the delivery of other reinforcers by her mother and father (e.g., access to preferred edibles or tangible items). Marion’s therapist has been teaching her to tap an adult on the arm with her hand or finger to receive the adult’s attention instead of scratching.When Marion engages in this new response, her mother and father deliver attention immediately, after which she can request desired foods or toys.of the following was the teacher’s primary consideration when selecting tapping on the arm as the target skill?

[MidB] Carson is teaching his client to select familiar household items from a large array. When Carson asks, “Where is the television remote?,” he briefly shakes the television remote before the client responds. Which prompt is being used?

[MidA] Demarcus, a behavior analyst, is teaching his client to mand for missing items. The client loves coloring. He places a coloring book in front of his client and asks him to color. The client says, “Crayons.” Demarcus gives him a few crayons. Which of the following is the conditioned motivating operation-transitive (CMO-T) in the scenario?

[MidA] Kathy, a behavior analyst, is working with Jason on phonemes to develop a reading repertoire. Once Jason can sound out words, he may learn to read items on menus to order food, he might learn to read books or comics for fun, or to learn new things for school assignments. Given this information, which of the following was Kathy’s main consideration when selecting reading as the behavior target skill?

[MidA] When school administrators notice a teacher at Andrea’s school doing something above and beyond the minimum duties, the teacher receives a card providing a brief description of what they did that was noteworthy. These acknowledgement cards can accumulate and can be traded in for a variety of items and activities (e.g., having lunch delivered from a favorite restaurant). This scenario best describes which of the following techniques?

[MidB] Gustav is teaching his client to select family members from a set of pictures. When he asks, “Where is Mom?” he briefly shakes the picture of Mom before the client responds. What type of prompt is Gustav using?