Portfolio Part B: Comprehensive Study Guide: Check Point 3 (LO 8-11)
SPCE 689: Verbal Behavior
BACB 6th Edition Test Content Outline Items to Cover
B.18. Identify and distinguish between rule-governed and
contingency-shaped behavior
B.21. Identify examples of processes that promote emergent
relations and generative performance.
E.11. Identify personal biases and how they might interfere with
professional activity.
G.19. Design and evaluate procedures to promote emergent relations
and generative performance.
Outline
In this section, provide a comprehensive outline for the BACB Test Content Outline items
above. You may only use content from this course. You may use your textbook, assigned
articles, lectures, or instructional materials. You may not use content from outside of this
course.
B.18. Identify and distinguish between rule-governed and contingency-shaped behavior
A. Rule-Governed Behavior
Behavior controlled by a verbal statement (rule) about a contingency.
The consequence does not need to be experienced directly.
Example: “If you touch the stove, you'll get burned” — person avoids touching it
without getting burned.
B. Contingency-Shaped Behavior
Behavior that is shaped through direct contact with reinforcement or punishment.
Consequences are experienced directly over time.
Example: A child touches a hot stove, gets burned, and avoids touching it again.
B.21. Identify examples of processes that promote emergent relations and generative
performance.
Emergent relation
Child is taught that:
A = B (e.g., the word “dog” = a picture of a dog)
B = C (the picture of a dog = the written word “dog”)
Child is never taught that A = C (spoken word = written word) but child can figure it out
Generative performance
Child learns how to say, “red ball” and “blue car”
Then someone shows you a blue ball and you can say “blue ball” — even though you were
never taught that exact phrase
E.11. Identify personal biases and how they might interfere with professional activity.
Personal Bias- attitudes, beliefs, or assumptions formed by individual experiences
Cultural Bias: Favoring one cultural norm over others
Decision-Making: Biases can cloud objective judgment, leading to unfair or inaccurate
conclusions.
Assessment & Diagnosis: Prejudgments might skew how a professional interprets data
or behavior.
Client Relationships: Biases may affect empathy, respect, or the ability to build trust.
Team Collaboration: Biases can interfere with communication, cooperation, and
leadership dynamics.
Ethical Violations: Acting on bias may lead to discrimination, favoritism, or breaches
in professional codes of conduct.
G.19. Design and evaluate procedures to promote emergent relations and generative
performance.
Teaching the concept of animal categories using three stimulus classes:
o A = Picture of Animal
o B = Written Word (Text)
o C = Spoken Word (Audio)
Directly Taught Relations
A-B (Match picture to written word)
B-C (Match written word to spoken word)
Once A-B and B-C relations are mastered, test for:
A-C (Match picture to spoken word)
C-A (Hear spoken word → pick the picture)
C-B and B-A (All reverse or transitive relations)
Visual Support
Provide 1 visual aid to enhance understanding of a complex topic (e.g., chart, diagram,
table, illustration). You must complete this independently, and cannot use content that is
available on the Internet.
Insert visual support here
Multiple Choice Questions
Provide 5 multiple choice questions. Each question should have 5 answer choices.
Identify the correct answer. Provide a rationale explaining the correct answer choice.
1. A student studies for a test because they were told, “If you don’t study, you’ll fail.”
This is an example of:
a. Contingency-shaped behavior
b. Motivating operation
c. Rule-governed behavior
d. Generalization
e. Chaining
Correct Answer: C
Rationale for correct answer:
The behavior is controlled by a verbal rule rather than direct contact with consequences.
2. An employee learns to clock in on time after receiving several late notices and a pay
deduction. This is an example of:
a. Contingency-shaped behavior
b. Rule-governed behavior
c. Modeling
d. Prompting
e. Stimulus equivalence
Correct Answer: A
Rationale for correct answer:
The behavior changed due to direct experience with consequences.
3. Which of the following best describes rule-governed behavior?
a. Behavior that occurs after repeated reinforcement
b. Behavior shaped through modeling
c. Behavior under control of a verbal statement of a contingency
d. Behavior influenced by escape from aversive stimuli
e. Behavior developed through classical conditioning
Correct Answer: C
Rationale for correct answer:
Rule-governed behavior is controlled by verbal descriptions of contingencies.
4. Teaching a child to relate the spoken word “dog” with the written word “dog” and then
the image of a dog, such that they later match the image with the written word without
direct teaching, is an example of:
a. Response generalization
b. Stimulus generalization
c. Stimulus equivalence
d. Negative reinforcement
e. Prompt fading
Correct Answer: C
Rationale for Correct Answer:
Emergent relations like this are a hallmark of stimulus equivalence.
5. A behavior analyst prefers to work only with male clients, believing they are easier to
manage. This is an example of:
a. Ethical compliance
b. Personal bias interfering with professional responsibility
c. Functional assessment
d. Behavior skills training
e. Appropriate delivery service
Correct Answer: B
Rationale for correct answer:
Preference based on gender shows bias and impacts ethical service provision.
References
In this section, you should provide two references for content that will assist you with
mastering the material. The references should be in APA format.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.).
Pearson.
Ming, S., Gould, E., & Fiebig, J. H. (2023). Understanding and applying relational frame
theory. ISBN: 9781684038893 (eBook)
Final Comprehensive Study Guide
At the end of the semester, you will combine the content from all 4 check points into one
comprehensive study guide. Please review the rubric for the final submission. While each
check point is worth a nominal amount of points, submitting each on time is essential to
earning points on the final rubric. Partial credit is not awarded on the final submission.