Portfolio Part B: Comprehensive Study Guide: Checkpoint 4
SPCE_609_: Introduction to Applied Behavior Analysis
BACB 6th Edition Test Content Outline Items to Cover
B.17. Distinguish between motivating operations and stimulus control.
B.18. Identify and distinguish between rule-governed and contingency-
shaped behavior
B.19. Identify and distinguish among verbal operants
B.20. Identify the role of multiple control in verbal behavior
C.1. Create operational definitions of behavior.
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.17. Distinguish between motivating operations and
stimulus control.
Motivating Operations (MO): Environmental event that changes how much
a reinforcer or punisher is valued and changes how often behavior occurs.
Establishing Operation (EO): Increases the value of a reinforcer and
evokes behavior.
Abolishing Operation (AO): Decreases the value of a reinforcer and
reduces behavior.
Example: hunger increases value of food (EO),being full decreases value of
food (AO)
Stimulus Control (SD): A cue that signals reinforcement is available for a
specific behavior.
Example: green light means reinforcement for pressing the gas pedal
MOs change how much you want something; SDs signal when it is
available.
B.18. Identify and distinguish between rule-governed and
contingency-shaped behavior
Rule-Governed Behavior: Controlled by verbal statements about
consequences, not direct experience
Example: following safety rules because you were told what will happen if
you don’t
Behavior changes because of the rule, not because of contact with the
consequence
Contingency-Shaped Behavior: Learned through direct contact with
reinforcement or punishment
Example: Touching a hot stove and learning not to do it again
Rule-governed comes from instructions, contingency-shaped comes from
experience
B.19. Identify and distinguish among verbal operants
Mand: Requesting. Behavior controlled by motivation and results in getting what is
requested.
Example: asking for water when thirsty.
Tact: Labeling. Behavior controlled by a nonverbal stimulus and reinforced by social
approval.
Example: saying “dog” when seeing a dog
Echoic: Repeating. Behavior controlled by a verbal stimulus with point-to-point
correspondence.
Example: repeating “hello” after someone says it
Intraverbal: Responding to verbal stimulus without point-to-point correspondence.
Example: saying “fine” when someone says “how are you?”
Textual: Reading printed words aloud. Controlled by written stimuli with point-to-point
correspondence.
Example: reading “cat” when you see the word “cat”
Transcription: Writing or spelling words spoken by another. Controlled by verbal stimuli.
Example: writing “dog” after hearing the word “dog”
B.20. Identify the role of multiple control in verbal behavior
Multiple control means one verbal response can be affected by more than one variable or
source of control.
Convergent multiple control: Different sources of control (like SDs or MOs) come together
to produce one response.
Example: saying “water” because you are thirsty (MO) and see a glass of water (SD)
Divergent multiple control: One stimulus evokes multiple different responses.
Example: Hearing “dog” may evoke responses like “bark” “pet” or “walk” This is important
because most real world verbal behavior is influenced by more than one factor at the same
time
C.1. Create operational definitions of behavior.
An operational definition describes behavior in observable, measurable, and clear terms.
Objective: Avoids mental or vague language (no guessing about intent).
Clear: Easy for another observer to recognize the same behavior.
Complete: Defines what counts and what does not count as the behavior.
Example: “Student was angry” This is vague and unclear. “Student shouted loudly, clenched
fists, and stomped feet for more than 5 seconds.” This is objective, observable, and measurable
Operational definitions ensure an accurate data collection and consistency across observers
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.
Multiple Choice Questions
Provide 5 multiple choice questions related to the above Test Content Outline Items.
Each question should have 5 answer choices. Identify the correct answer. Provide a
rationale explaining the correct answer choice.
1. A child usually asks for juice when they see a cup on the counter. One morning, the
same cup is there, but the child just finished drinking milk and doesn’t ask for juice.
a. The cup stopped functioning as a discriminative stimulus
b. An abolishing operation decreased the value of juice as a reinforcer
c. The response class for manding changed
d. The child is under stimulus generalization
e. The consequence lost its contingency
Correct Answer: B
Rationale for correct answer: The child no longer wants juice because they are full. The cup
(SD) is still present, but the MO decreased due to satiation. an abolishing operation.
2. A client avoids touching the stove because their mother told them it’s hot, even though
they have never been burned. What type of behavior is this?
a. Contingency-shaped behavior
b. Reflexive behavior
c. Rule-governed behavior
d. Respondent behavior
e. Automatic reinforcement
Correct Answer: C
Rationale for correct answer: The client’s behavior is controlled by a rule (stove is hot)
rather than by direct contact with consequences (no burn experience)
3. During language training, a therapist shows a picture of an apple and the client says,
“apple.” The therapist praises them. Which verbal operant is demonstrated?
a. Mand
b. Tact
c. Intraverbal
d. Echoic
e. Textual
Correct Answer: B
Rationale for correct answer: The client labeled a nonverbal stimulus (picture of an apple)
and received social reinforcement. That’s a tact.
4. A teenager says, “I’m freezing,” both when stepping outside on a cold day and when
asking someone to close a window. Which concept best explains this?
a. Mand controlled only by deprivation
b. Convergent multiple control
c. Divergent multiple control
d. Intraverbal chaining
e. Automatic reinforcement
Correct Answer: B
Rationale for Correct Answer: In both cases, the same verbal response (I’m freezing) is
influenced by both an environmental cue (cold air, SD) and motivation (desire for warmth,
MO). Multiple variables converge to control one verbal response.
5. A teacher writes “Student was off task during class” on a data sheet. The BCBA asks
for clarification and changes the definition to “Student looked away from work
materials or talked to peers for more than 5 consecutive seconds during independent
work.” Why is the BCBA’s version better?
a. It describes a stimulus class
b. It defines behavior in measurable and observable terms
c. It emphasizes the consequence rather than the behavior
d. It identifies the function of behavior
e. It focuses on reinforcement schedules
Correct Answer: B
Rationale for correct answer: The revised version is objective, clear, and measurable. A
proper operational definition.
References
In this section, you should provide two unique references for content that will assist you
with mastering the material. The references should be in APA format.
Daffin, L. W., Jr. (2022). Principles of behavior analysis and modification (4th ed.).
Washington State University. [Link]
Association for Science in Autism Treatment. (n.d.). Verbal behavior.
[Link]
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.