1. A client has mastered responding to the instruction “Put the block in the box” with 100% accuracy in a clinical setting. The BCBA now wants you to measure if the client can perform a similar task (“Put the pencil in the cup”) at home, on different days, without reteaching. This is tested by sporadically asking the client to do the new action at home and recording whether it happens correctly without prompts. Which type of data collection is best for verifying that the skill has generalized?

2. You are implementing an intervention that uses Differential Reinforcement of Other behavior (DRO) to reduce a client’s hand-flapping. Reinforcement is delivered if a certain amount of time passes with no hand-flapping. The BCBA wants to know how often the reinforcement is delivered in these DRO intervals and how that correlates with changes in flapping frequency. Which data would be most useful to document the effectiveness of the DRO procedure over time?

3. The client’s behavior intervention plan calls for a replacement behavior (raising a hand to request help) to be reinforced while the previously reinforced problem behavior (shouting out) is placed on extinction. Over time, the BCBA wants to see if shouting decreases and hand-raising increases in naturally occurring classroom conditions without additional contrived prompts. Data on the ratio of hand raises to shout-outs during real classroom tasks would best demonstrate:

4. A BCBA wants to determine if a client’s independently initiated requests for breaks from work tasks increase after implementing a differential reinforcement procedure (DRA) that reinforces asking for a break instead of engaging in avoidance behaviors. You must track occurrences of break requests across multiple sessions under the new procedure. Which data collection method would best demonstrate changes in the target request behavior frequency as the intervention proceeds?

5. A behavior intervention plan targets reducing elopement (running away) from a task. After implementing extinction (no longer allowing escape following elopement), you document a temporary increase in the frequency and intensity of running behaviors before they decrease. Showing this initial escalation helps the team understand normal treatment effects. This temporary increase after starting extinction is best described as:

6. After teaching the client to request breaks instead of escaping tasks by running away, the BCBA monitors the frequency of break requests across different tasks, people, and times of day. The goal is to ensure that the behavior is not just limited to a single scenario. Recording these instances under various conditions, without retraining, helps confirm:

7. After implementing extinction for a behavior maintained by attention, you observe that the targeted problem behavior resurfaces briefly at a later time, even though it had previously declined to near zero levels. Documenting this reappearance when the reinforcing conditions have not returned helps the BCBA understand the behavior’s persistence. This sudden, temporary return of the extinguished behavior is known as:

8. The BCBA introduces a token system for correct answers during math exercises. Initially, tokens are delivered after every correct problem, then shifted to every third problem, and eventually to a variable ratio schedule. To confirm the skill remains stable as reinforcement becomes less predictable, you track the number of correct problems solved per session over time. This ongoing measure, showing how performance changes with reinforcement schedule adjustments, is best gathered with:

9. The client has learned to request items under highly controlled teaching conditions with prompts and immediate reinforcement. Your BCBA now wants to see if the client initiates requests spontaneously in the natural environment, such as asking for a toy during free play without being prompted. You are instructed to collect data during unstructured times in the client’s natural setting to confirm the skill’s independent and spontaneous use. Which procedure best meets this goal?

10. Your client has a behavior intervention plan that requires you to identify whether the client’s hand-flapping occurs at the exact moment you check your timer at the end of each 30-second interval. The client’s hand-flapping behavior may occur multiple times within the interval, or not at all, but you only mark it if it’s occurring at the precise second you observe. Which data sampling method are you using?

11. A client who has previously mastered labeling colors now struggles when you present colors embedded in complex scenes (e.g., identifying “red” on a busy page of a storybook). The BCBA wants you to evaluate if the client can reliably identify the color across varying contexts without additional prompts. Which type of assessment or probe would help you determine if the client’s skill has transferred to these naturally occurring, more complex stimuli?

12. The client was taught to identify “dog” when shown a photograph of a real dog. Now, the BCBA wants to see if the client will also identify “dog” when shown a cartoon dog, a stuffed toy dog, and a dog silhouette. You periodically present these novel stimuli without additional teaching to see if the label emerges. Which type of assessment best measures whether the labeling skill is transferring to new but similar stimuli?

13. The BCBA noticed that the client mastered labeling fruits in a structured teaching environment and wants to determine if the client can label fruits during a grocery store visit, without any formal instruction. You are asked to observe if the client spontaneously names fruits encountered in the produce aisle. Checking the skill’s presence in this untrained, natural context is a form of:

14. Your BCBA instructs you to identify which circumstances reliably precede a client’s episodes of problem behavior. You are to observe the client’s routine in the classroom, documenting events right before each occurrence of aggression, as well as the consequences that follow. This systematic observation will help clarify what triggers and maintains the behavior. Which data collection strategy is most appropriate to reveal patterns in antecedents and consequences?

15. You are working with a client who has mastered labeling common objects (e.g., saying “cup” when shown a cup). Now, the BCBA wants to see if the client can label less familiar items or variations (e.g., different styles of cups) without additional teaching. You are instructed to check periodically, without extra prompts, and note whether the skill emerges in these novel presentations. Which data collection strategy best suits this request?

16. After several sessions of training, the client independently requests preferred items from a specific therapist who always uses the same instructional format. The BCBA now wants to see if the client will request the same items from other adults in different locations and at different times of day, without additional teaching or cues. You are asked to occasionally present these opportunities naturally and record whether the client requests. Collecting such data outside the original training context is known as:

17. The BCBA instructs you to conduct a multiple-stimulus without replacement (MSWO) preference assessment to identify the client’s most preferred items. During the assessment, you present multiple items simultaneously and note which item the client selects first, then remove it from the array. You must accurately track the order of selections to determine a preference hierarchy. Which recording method is most appropriate for documenting the client’s choices in this scenario?

18. The BCBA transitions from a dense schedule of reinforcement (every correct response) to a leaner one (reinforcement after several correct responses). The client’s rate of responding is monitored to ensure they continue performing the target skill at acceptable levels. Recording the number of responses over a given time interval, before and after this schedule thinning, helps evaluate how the client adapts to less frequent reinforcement. This type of measurement would be best captured by:

19. The BCBA is concerned that the client’s use of a newly learned request form (“I want a break”) does not transfer to other adults in different settings. You are asked to systematically collect data to determine if the client uses this request with various teachers, in multiple classrooms, without additional training. To confirm skill generalization across people and places, you should:

20. The BCBA rearranges the learning environment and gradually removes visual cues that previously helped the client identify shapes. You are asked to record how the client’s correct shape identifications hold up as these visual prompts become less salient over time. This process tests whether the correct response is maintained when the controlling stimuli are systematically altered. Which data collection strategy best evaluates the success of removing prompts while maintaining correct responding?

21. The client learned to tact (label) common items when given a direct prompt (“What is this?”) in a controlled setting. To verify that labeling occurs spontaneously, you are instructed to observe whether the client comments on objects at home without any direct question. For example, if the client says “cup” when seeing a cup on the kitchen table, unprompted. Occasionally checking this skill in a natural context with no prompts is an example of:

22. In a group instruction setting, you need to document if the client engages in specific maladaptive behaviors when given multi-step instructions by a teacher. The BCBA wants to see how these behaviors cluster over time to discern a pattern related to the complexity or timing of instructions. Which data collection method, focusing on the temporal distribution of behavior occurrences, would be most beneficial for identifying patterns across an entire school day?

23. While collecting data on a replacement behavior (asking for help instead of yelling), you notice that as yelling decreases, the rate of asking for help slowly increases. The BCBA wants to confirm the relationship between the reduction of the problem behavior and the increase in the desired alternative. Documenting changes in both behaviors’ frequencies over time allows the BCBA to see whether the differential reinforcement procedure is effective. Which measure would be most direct for showing this relationship?

24. A client’s behavior intervention plan indicates that you should monitor how long it takes the client to initiate a functional communication response (e.g., requesting a break) after the demand is presented by the therapist. The client frequently delays responding, and sometimes does not respond at all. Which measure will provide the most relevant information to the BCBA for adjusting prompt strategies?

25. You have been collecting data on a client’s tantrums to understand what might be triggering them. The BCBA asks you to take structured notes on what immediately precedes (e.g., demands, changes in activity) and what follows (e.g., staff attention, escape from tasks) each tantrum event over several days. This systematic approach aims to identify patterns in antecedents and consequences. Which form of data collection are you using?

26. The BCBA designs a program to transition from a fixed ratio reinforcement schedule to a variable ratio to promote more naturalistic responding. Initially, the client is reinforced for every second correct response (FR2), but eventually, reinforcement should occur on average every 3-5 responses. You must record how the client’s response rate changes as the schedule is thinned. Which measure is best suited for comparing response patterns before, during, and after the schedule change?

27. The BCBA notices the client readily identifies “cat” when shown a photograph of a cat, but struggles to label a cartoon drawing of a cat. To determine whether the client can generalize the label “cat” to various representations (e.g., photos, drawings, figurines), you are asked to present these different stimuli periodically without prompting. Which data collection method will best confirm that the skill is being generalized beyond the original teaching material?

28. In a skill acquisition program, the BCBA incorporates naturalistic teaching strategies. You must document the client’s ability to request desired items during naturally occurring opportunities in the client’s home environment, with minimal adult contrivance. This approach seeks to verify that the skill emerges in daily life contexts rather than only in structured teaching sessions. Which data collection method helps confirm that the skill generalizes to the natural environment?

29. The BCBA wants to know if the client’s skill in sorting items by color (acquired through direct teaching) now appears spontaneously when sorting a basket of mixed items at home, without specific instructions or prompts. You are asked to intermittently check how often the client independently sorts these items correctly outside of the training context. Which approach is best suited to confirm that the skill is naturally transferred?

30. During a community outing, the BCBA wants to ensure that the client’s learned safety skills (e.g., waiting at the curb before crossing the street) occur without additional training or prompts. You’re asked to occasionally observe and record if the client independently displays the safety skill across different locations, times of day, and with varying distractions. Which approach best confirms skill utilization under natural conditions?

31. The BCBA instructs you to observe a group setting where the client’s goal is to initiate appropriate social greetings. The BCBA wants to know if the client greets peers naturally, without prompting, and in various situations (e.g., arrival at school, meeting a friend in the hallway, starting a sports activity). You must record whether the greeting behavior occurs at least once during each naturally occurring context. Which measurement procedure is most useful for determining the presence or absence of the greeting behavior in these naturally occurring moments?

32. During a skill acquisition program, the BCBA instructs you to probe whether the client can complete a new math problem set independently after having mastered a similar set last week. You need to determine how many presentation trials are required before the client meets the pre- established mastery criteria (e.g., 3 independent correct responses in a row). Which measure best represents the number of opportunities the client needed before reaching mastery?

33. The BCBA notices the client initially struggles to earn tokens on a variable ratio schedule because the reinforcer delivery is less predictable than a fixed ratio schedule. The BCBA wants to ensure the RBT can accurately record the number of responses between token deliveries over time to track the client’s adaptation. Which measurement would best capture how many responses occur, on average, per token delivered?

34. While working on a shaping procedure, the BCBA has you reinforce any vocalizations that more closely approximate the target word than previous attempts. Over time, these approximations should become more precise until the client says the full word clearly. Which data collection method would best track incremental improvements in the quality of the response as it becomes more refined toward the terminal goal?

35. The BCBA has introduced a new behavior reduction plan that removes the reinforcing consequences following the client’s tantrums. Shortly after implementation, you observe a sudden brief reoccurrence of tantrums at levels previously observed when reinforcement was available, even though the behavior had decreased. This brief resurgence after the behavior had diminished is referred to as:

36. The BCBA suspects that the client’s noncompliance occurs more frequently in the afternoon and is associated with transitions between activities. They ask you to use a scatterplot to record when noncompliance happens across the entire day, noting times and contexts. By doing this, you help reveal temporal patterns and environmental correlates. A scatterplot analysis primarily aids in identifying:

37. During a behavior reduction program, you are asked to withhold reinforcement following instances of the client’s screaming behavior. After implementing this procedure, you initially observe an increase in the intensity and frequency of screaming before it begins to decline. Which phenomenon does this initial increase best describe?

38. After teaching the client to label simple actions in pictures (e.g., “running,” “sleeping”), the BCBA wants to see if the client can label similar actions during recess or gym class, where people are moving unpredictably. This tests if the skill applies to real-life contexts with less controlled conditions. You take occasional data points during these real-world instances to see if the client spontaneously labels actions. Which procedure most closely matches this approach?

39. You are working on a program in which the client must request items in complete sentences rather than one-word mands. After a series of successful trials, the BCBA wants to ensure that the skill persists without continuous reinforcement. To monitor this, you will provide reinforcement less frequently over time. Which type of schedule best represents a systematic reduction in reinforcement frequency as the client maintains the skill?

40. After placing a behavior maintained by attention on extinction, you document that previously extinguished whining resurfaces briefly several weeks later, even though no reinforcement is provided. Recording this sudden, temporary return of a previously reduced behavior informs the BCBA about the persistence of the behavior. This phenomenon is best described as:

41. You are observing a client in a classroom setting to assess how often they call out answers without raising their hand. This behavior happens sporadically, sometimes rapidly, and at other times not at all during a long class period. The BCBA wants to compare how often this occurs across multiple days, each day being a different total length of observation. Which measurement would best allow for comparison despite varying session lengths?

42. The client masters a complex task (e.g., a 5-step cleaning routine) in a controlled setting using forward chaining. The BCBA now wants you to periodically check whether the client can complete the same routine in a less-structured, natural environment (e.g., cleaning up after snack time at home) without re-teaching. Which method would best determine if the skill naturally emerges in a new, untrained context?

43. The client you are working with frequently exhibits challenging behavior to escape academic tasks. After implementing a behavior intervention plan that withholds escape (i.e., no longer allowing the client to avoid tasks by engaging in the problem behavior), you initially observe a sudden surge in intensity and frequency of the behavior before it declines. This scenario exemplifies:

44. The BCBA wants to assess how long it takes the client to respond to a vocal instruction after a prompt is completely removed. They instruct you to present the instruction “Get your shoes,” then start timing until the client initiates the correct response. This measure helps the BCBA determine if additional prompting strategies need reinstatement. Which measurement captures the delay before the first correct response begins?

45. A token economy initially provides a token for every correct response. Over time, the BCBA changes it so that tokens are delivered on average every 4th correct response. You track how the client’s correctness level changes with this less frequent reinforcement. Collecting data on the number of correct responses per session after the schedule thinning helps the BCBA assess:

46. The BCBA instructs you to record how many sessions it takes until the client demonstrates a newly taught skill (e.g., tying shoelaces) three times in a row without errors or prompts, thereby meeting mastery criteria. This will guide the BCBA in deciding when to move on to the next goal. Which measurement is most appropriate for determining how many teaching opportunities were required until the client met this mastery standard?

47. A client has learned to request “juice” at home and now is expected to do so at a friend’s house and at school without additional training. To determine if the client’s communication skill occurs under various real-life conditions and with different communication partners, your BCBArequests a data collection method that verifies the presence of the target skill outside the original training environment. Which approach best assesses this expansion of the skill’s applicability?

48. The client’s behavior plan involves differential reinforcement of alternative behavior (DRA) to replace hitting with a more appropriate request for attention. You must record how often the client uses the appropriate request instead of hitting during intervals of free play. To determine if the alternative behavior is increasing while the problematic behavior decreases, which data would be most directly informative?

49. A client learned to respond “car” when shown a toy car in a discrete trial setting. Now, the BCBA wants to see if the client will say “car” when seeing an actual car on the street, a picture in a book, or a cartoon car on TV. You periodically take data on these untrained exemplars without additional teaching to verify that the labeling skill is not limited to the original toy stimulus. What type of assessment are you conducting?

50. A client, previously reinforced for completing math problems with a tangible reward, now receives no tangible reinforcement for that behavior during a particular segment of instruction. You notice the client initially tries more problems than ever, seemingly attempting to contact reinforcement that no longer follows. After some time, the rate of problem completion drops below baseline levels. Documenting this initial surge in behavior helps confirm the presence of:

51. A client has learned to follow a one-step direction (“Give me the ball”) when this direction is given in a quiet therapy room with no distractions. Your BCBA wants to know if the client can still follow the same direction when given outdoors, with background noise, and by a novel instructor. You’re asked to occasionally present the SD in these new contexts without prompting and record whether the client responds correctly. This periodic checking to verify skill occurrence under different conditions is:

52. After teaching a client to respond to the instruction “Point to the door” in a controlled, prompt-heavy environment, the BCBA wants to see if the client can do it when asked casually at home by a family member, without prompts or reinforcement. You are instructed to occasionally note whether the client follows this instruction naturally. This approach verifies that the skill:

53. The client demonstrates mastery of identifying shapes when prompted in a therapy setting. The BCBA now instructs you to check whether the client can identify shapes on signs during a community walk, without any setup or prompts. This confirms if the skill emerges in an untrained, natural context. Occasionally observing if the client correctly labels shapes in the real world without contrived practice is an example of:

54. Your BCBA instructs you to gradually reduce the intensity of a physical prompt used to help the client put on a coat, until the client can do it independently. To confirm the client maintains the skill as prompts fade, you track how many sessions are needed before the client performs the entire response chain without assistance. Determining how many trials or sessions it took to achieve mastery under these new conditions is best measured by:

55. When running a discrete trial teaching session, you often give the SD (“What is this?”) and then provide a vocal prompt if the child does not respond. Over time, the BCBA wants these prompts reduced so the child responds correctly without them. To evaluate the success of this prompt fading strategy, you should measure how many sessions it takes before the child consistently responds correctly with no prompts. What is the most appropriate data to track this progression?

56. You are instructed to collect data on a client’s engagement with a set of educational materials during a 90-minute session. The client may engage with these materials intermittently, and the BCBA wants data showing the proportion of time the client is actively interacting with them versus not. The client’s engagement is easily observable, but varies in length and frequency. Which measurement system would most accurately capture the percentage of the session spent on-task?

57. The BCBA wants to determine if the client’s increase in independent requesting for snacks at home is truly due to the intervention, rather than unrelated factors. The BCBA instructs you to measure baseline levels of requesting before the intervention and then periodically measure after different treatment phases in the natural environment. This helps demonstrate whether the skill occurs beyond the training context and without contrived prompts. Which data collection strategy supports evaluating treatment effects over time in natural settings?

58. The BCBA has introduced a less intrusive prompt fading procedure for teaching the client to tie their shoes. Initially, a full physical prompt is provided, then gradually reduced to a light touch, and finally removed altogether. To confirm that the client is performing the skill independently as prompts are faded, you record the number of sessions until the client can complete the task without any assistance. Which measure best captures progress toward full independence?

59. The BCBA introduced a replacement behavior for a problem behavior maintained by escape. Now that the child consistently uses the replacement behavior, the BCBA requests that you document whether the problem behavior remains low across different instructors, tasks, and times of day, without additional prompts. Periodically noting the occurrence (or non-occurrence) of the problem behavior and the use of the replacement in various contexts is an example of:

60. The client you work with tends to engage in problem behavior whenever a preferred activity is removed. Your BCBA requests data to confirm how long the client continues to engage in the problem behavior once it starts. Identifying this will help determine how to reduce the intensity or length of these episodes. Which measurement dimension should you use to capture the length of each occurrence of the problem behavior?

61. After implementing a token economy to decrease disruptive vocalizations, you notice the client’s initial reaction involves calling out more frequently and more loudly than before. However, no tokens are provided for disruptive calls. Over time, the calling out decreases significantly. The BCBA asks you to document this temporary increase at the start of the intervention. This initial surge in behavior before it declines is best described as:

62. While running a discrimination training program, the client is expected to differentiate between two stimuli: a red card and a green card. Over several trials, you notice the client only responds correctly when you provide a vocal hint. Your supervisor asks you to document how many sessions it takes before the client no longer needs any prompts to correctly discriminate. Which is the most appropriate measure for tracking progress towards unprompted correctness?

63. Your BCBA directs you to record data on the client’s independent completion of a 4-step handwashing routine taught via forward chaining. The client has mastered the first two steps but still requires prompts for the last two. You must document how many consecutive sessions it takes before the client completes all steps independently without prompts. This is best captured by:

64. The BCBA has successfully taught the client to label common household objects in a therapy setting using discrete trials. They now instruct you to occasionally check if the client also labels these objects spontaneously at home, where no formal teaching is occurring. Collecting this data at the client’s home without re-instruction helps determine if the skill has:

65. The BCBA introduces a shaping procedure to help the client learn a functional communication response. Initially, any vocalization is reinforced, then only clearer sounds resembling the target word, and finally only the fully formed word. You must count how many trials it takes until the client produces the full word consistently without reinforcement for lesser approximations. Which measure best captures how many teaching opportunities were needed until mastery of the final form?

66. The client was taught to identify their own name when presented in print during discrete trials. To confirm that this skill extends to natural settings, the BCBA asks you to occasionally check if the client can pick out their name on classroom artwork, name tags, and worksheets in a general education setting. Collecting data under these naturally occurring conditions, without re-teaching, is an example of:

67. You are assigned to track whether the client’s appropriate turn-taking in a board game occurs only when directly prompted or also when naturally cued by another player’s move. The BCBA wants occasional checks during natural game play sessions to confirm if the skill appears spontaneously. Which data method would help confirm the client’s ability to generalize turn-taking to new players and unscripted game conditions?

68. The BCBA modifies the reinforcement schedule from a fixed ratio to a variable ratio to more closely mimic natural reinforcement conditions. Initially, the client’s rate of correct responses decreases slightly as reinforcement becomes less predictable, but over time, it stabilizes at a steady, acceptable level. You measure the client’s correct responses per session to document how the behavior adjusts. This ongoing data helps the BCBA evaluate:

69. The BCBA has integrated a new intervention aiming to reduce the client’s self-injurious behavior (SIB) maintained by escape. Initially, when the client attempts to escape from a difficult task by engaging in SIB, no break is provided. Instead, the demand remains. Over a few sessions, you observe a temporary surge in SIB intensity before it begins to decline. Documenting this initial surge is essential to confirm that the plan is implemented correctly and that this phenomenon is not permanent. What are you observing in these initial stages of treatment?

70. Your supervisor wants to understand whether the client’s newly trained request (“I want help”) is used consistently across their home, school, and clinic settings. The client can request help in therapy sessions, but your supervisor suspects the skill is not transferring to the natural environment. Which form of data collection or assessment would most accurately confirm if the skill is exhibited under naturally occurring conditions without contrived prompts?

71. A BCBA is assessing the client’s ability to independently navigate a morning routine composed of multiple steps (e.g., brushing teeth, getting dressed, and packing a lunch). The BCBA asks you to document how long it takes the client to complete all steps once prompted to begin. This total time may vary based on how quickly the client moves from one step to the next. Which dimension of measurement best describes what the BCBA is asking for?

72. The BCBA implemented a DRO procedure, reinforcing periods of time in which the target behavior does not occur. Over several sessions, you collect data on how often reinforcement is delivered in the absence of the problem behavior. Analyzing these data points helps the BCBA understand how changes in reinforcement timing and availability influence the target behavior. Which data would be most directly relevant to evaluating the DRO’s effectiveness?

73. The BCBA has trained the client to request desired items vocally during structured sessions. Now, they want to verify if the client can also request those items using similar language with a sibling at home when no one is prompting or reinforcing as intensively as in therapy. By occasionally observing these interactions at home, you conduct a:

74. After successfully teaching a child to follow a three-step direction (e.g., “Get your shoes, put them on, and come here”) in a quiet room, the BCBA wants to see if the child follows similar directions when delivered by different family members in the living room with background TV noise. You occasionally give such directions and note the child’s correct responding without providing additional prompts. Gathering this data is an example of:

75. The BCBA wants to ensure that the client’s correct responses to reading words are maintained when prompts are systematically reduced. Over time, visual prompts in the form of highlighted letters are faded until the child can read words without assistance. You must carefully track whether correct responding continues as prompts decrease. Which data collection method is most suited to show the maintenance of correct responses as prompts are systematically removed?

76. During a 3-hour session, you are tasked with tracking the frequency of a client’s vocal stereotypy. The behavior often occurs in bursts separated by periods of no responding, and it can vary greatly in intensity. Which data collection method would most accurately capture the total count of this target behavior across the entire session without losing detail due to fluctuations in behavior intensity?

77. During a discrete trial teaching (DTT) session, the BCBA asks you to intersperse mastered tasks with new, more difficult tasks. The client’s performance on new tasks often declines without these mastered tasks mixed in. You must record how often the client responds correctly when both mastered and new tasks are presented randomly. Which measurement system would provide data showing overall skill acquisition accuracy under these interspersed conditions?

78. The client learned to initiate conversation when prompted in a quiet room with a familiar instructor. The BCBA now wants to ensure the client can initiate conversation during a noisy birthday party with new individuals, without being prompted. You are asked to capture whether these spontaneous initiations occur under such natural, untrained conditions. Occasionally checking for the skill’s presence outside of the original training context is:

79. The BCBA implements a token economy where the client earns tokens for initiating play with peers. Initially, tokens are delivered after every initiation, but over time, the schedule is shifted so tokens are provided after an average of every 3-4 initiations. To determine if the client maintains the behavior under this less predictable reinforcement schedule, you should measure how often initiations occur under the new conditions. Which measure would best reflect the ongoing level of the target behavior?

80. After a shaping procedure teaches a vocal approximation (“ba”) that leads toward saying the target word “ball,” the BCBA wants to determine how many teaching trials it took to progress from “ba” to “bal,” and then from “bal” to “ball.” You must track the increments in approximation until the final target is consistently produced without reinforcing lesser forms. Which measurement best captures the number of opportunities required at each stage until the full word “ball” is mastered?

81. After teaching the client to answer social questions (e.g., “How are you?”) in a structured setting, the BCBA wants to confirm if the client now answers the same questions asked by peers during recess, without additional instruction. You occasionally measure whether the client responds appropriately under these natural conditions. This method of checking skill occurrence outside the training environment and conditions is:

82. The client has learned a chain of steps to put on their jacket using backward chaining in a therapy session. To see if the skill appears in the morning routine at home without prompts, you occasionally observe whether the client independently completes the entire chain before going outside. This occasional measurement outside the teaching context, noting if the skill persists and emerges naturally, exemplifies:

83. The client’s behavior intervention plan uses extinction to reduce property destruction maintained by attention. After several sessions, you observe that while property destruction has decreased, the client’s verbal requests for attention have not increased as anticipated. The BCBA is concerned that the alternative, appropriate behavior isn’t emerging naturally. Which data would best confirm whether the desired replacement behavior (e.g., asking politely) is occurring and at what frequency under these new reinforcement conditions?

84. After a behavior maintained by escape is placed on extinction, the BCBA is interested in whether a previously reduced topography of problem behavior (e.g., whining) returns at some point in the future, even though it had disappeared after the initial extinction procedure. You occasionally observe sessions to see if the previously extinguished whining reappears without new reinforcement. This reappearance after a delay is known as:

85. After implementing extinction for attention-maintained crying, you notice that the client begins to engage in another problematic behavior (throwing objects) that was not previously occurring at high rates. This shift in behavior may indicate a change in how reinforcement contingencies are affecting different responses. Which phenomenon could this scenario exemplify?