Portfolio Part B: Comprehensive Study Guide: Checkpoint 2
SPCE_609_: Introduction to Applied Behavior Analysis
BACB 6th Edition Test Content Outline Items to Cover
B.1. Identify and distinguish among behavior, response, and response
class.
B.3. Identify and distinguish between respondent and operant conditioning.
B.4. Identify and distinguish between positive and negative reinforcement
contingencies.
B.5. Identify and distinguish between positive and negative punishment
contingencies.
B.6. Identify and distinguish between automatic and socially mediated
contingencies.
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.1. Identify and distinguish among behavior, response, and response class
Behavior- The activity of living organisms. Anything an organism does that can be
observed, measured, and repeated. Involves movement through space and time.
Response- A single instance of behavior (one button press, one hand wave)
Response Class- A group of responses that share the same function. They produce the
same type of consequence. (saying “water,” pointing to water, or signing “drink” all
result in access to water)
B.3. Identify and distinguish between respondent and operant conditioning
Respondent Conditioning- Classic/Pavlov. Behavior is elicited by antecedent stimuli.
Involves pairing a neutral stimulus (NS) with an unconditioned stimulus (US) until the
neutral stimulus alone elicits the response.
bell + food = salivation; eventually, bell = salivation
Operant Conditioning- Skinner. Behavior is emitted and selected by its consequences.
Future probability of behavior depends on reinforcement or punishment that follows it.
child says “cookie” + receives cookie = more likely to say “cookie” again
B.4. Identify and distinguish between positive and negative reinforcement contingencies
Positive Reinforcement- A stimulus is added after a behavior and increases the future
probability of that behavior.
student completes homework = get extra playtime
Negative Reinforcement- A stimulus is removed after a behavior and increases the
future probability of that behavior.
taking aspirin + removes the headache = more likely to take aspirin in the future
B.5. Identify and distinguish between positive and negative punishment contingencies
Positive Punishment- A stimulus is added after a behavior and decreases the future
probability of that behavior.
touching a hot stove + getting a burn = less likely to touch stove again
Negative Punishment- A stimulus is removed after a behavior = decreases the future
probability of that behavior.
teenager breaks their curfew + loses phone privileges = less likely to break curfew
again
B.6. Identify and distinguish between automatic and socially mediated contingencies
Automatic Contingency- Reinforcement or punishment that doesn’t require another
person. The behavior directly produces its own consequence.
scratching an itch relieves discomfort, hand-flapping provides sensory
stimulation.
Socially Mediated Contingency- Reinforcement or punishment that requires another
person to deliver the consequence. Behavior’s outcome is mediated through social
interaction.
asking for water and receiving it from someone, teacher removes recess after not
following directions
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. During math class, a student calls out answers, taps their pencil, and hums quietly.
Each of these behaviors leads to the teacher redirecting attention back to the student.
Which term best describes these behaviors as a group?
a. Individual responses
b. Response topographies
c. A response class
d. Automatic reinforcement
e. Antecedent events
Correct Answer: C
Rationale for correct answer: Even though the behaviors look different, they all produce the
same consequence of getting the teachers attention, so all of them form a response class.
2. A therapist pairs the sound of a clicker with the delivery of candy. After several
pairings, the clicker alone causes the child to salivate. Later, the same child learns to
press a button because button presses produce candy. Which statement is correct?
a. The salivation is respondent; the button pressing is operant
b. The salivation is operant; the button pressing is respondent
c. Both are respondent examples
d. Both are operant examples
e. Neither are examples of conditioning
Correct Answer: A
Rationale for correct answer: The salivation was elicited by pairing stimuli = respondent
and the button presses was emitted and maintained by consequences = operant
3. Which of the following best represents a response class?
a. teacher praising a student after correct answers
b. child clapping hands to music
c. student asking for help, raising their hand, or texting a classmate to ask for help
d. a dog drooling when food is placed in its mouth
e. student completing a single math problem on a worksheet
Correct Answer: C
Rationale for correct answer: Since a response class is a groupu of different behaviors that
produce the same consequence, the responses listed in option C all attempt to get help form
either the teacher or a classmate. All the others are just single responses or in option a, a
consequence.
4. A student is given extra chores at school whenever they forget homework. After
several weeks, the student starts completing homework more consistently to avoid
these chores. Which contingency best explains the increase in homework completion?
a. positive reinforcement
b. negative reinforcement
c. positive punishment
d. negative punishment
e. automatic reinforcement
Correct Answer: B
Rationale for Correct Answer: Students begin doing their homework more consistently
because they can avoid the aversive consequence of extra chores.
5. A child with autism flaps their hands rapidly. The behavior continues even when no
one reacts, and observation suggests it produces a calming sensory effect. Which is the
best explanation?
a. automatic reinforcement
b. socially mediated reinforcement
c. negative punishment
d. operant extinction
e. respondent conditioning
Correct Answer: A
Rationale for correct answer: Hand-flapping continues because the behavior itself produces
a calming stimulation and it does not depend on other people to make that happen.
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]
Behavior Analyst Study. (2021, August 2). Reinforcement and punishment contingencies: A
deep dive. [Link]. [Link]
reinforcement-punishment-deep-dive/
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.