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BCBA BACB Board Certified Behavior Analyst Free Practice Exam Questions (2025 Updated)

Prepare effectively for your BACB BCBA Board Certified Behavior Analyst certification with our extensive collection of free, high-quality practice questions. Each question is designed to mirror the actual exam format and objectives, complete with comprehensive answers and detailed explanations. Our materials are regularly updated for 2025, ensuring you have the most current resources to build confidence and succeed on your first attempt.

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Total 180 questions

A behavior analyst is measuring the time it takes for a client to say, “You’re welcome” after the staff says, “Thank you.” The behavior analyst is measuring __________________.

A.

Frequency

B.

Duration

C.

Inter-response time

D.

Latency

Holly is learning to use a spoon to feed herself. Applesauce is known to function as a reinforcer. Her teacher has selected the following objective for Holly: "Given a spoon and a 3-ounce dish of applesauce, Holly will independently scoop the applesauce to her mouth." This objective is incomplete. Which component is missing?

A.

antecedent stimulus

B.

consequence condition

C.

prerequisite skill criteria

D.

standard of performance

A DRI schedule designed to decrease the frequency of running around class and tapping other children on the head involves:

A.

Arranging for the child to earn a reinforcer in the absence of these behaviors

B.

Providing a reinforcer contingent on being on task and sitting quietly in his seat

C.

Changing the seating arrangement of the class

D.

Ensuring the child had breakfast that morning

Jody had an access-maintained tantrum for 14 minutes and it started 3 seconds after she was told, “No.” It had been 2 days since the previous tantrum. The latency is:

A.

Unknown

B.

2 days

C.

14 minutes

D.

3 seconds

The use of a withdrawal design is LEAST appropriate when:

A.

evaluating an intervention for severe problem behavior.

B.

evaluating the effects of an intervention for behavior that has multiple functions.

C.

extraneous variables cannot be controlled.

D.

multiple participants are being evaluated.

A child who learns to say “red” when presented with a red card, also says “red” when presented with an orange card. This is called:

A.

Stimulus generalization

B.

Response generalization

C.

Discrimination

D.

Failure to generalize

A teacher uses a group contingency with her students. She states the following rule: “If everyone gets 100% on their spelling test the week, I will turn cartwheels down the hall for you.” What type of group contingency is this?

A.

This is not a group contingency

B.

Independent group contingency

C.

Interdependent group contingency

D.

Dependent group contingency

A married couple wants a behavior analyst to assist them in creating a happier home life for their family. The behavior analyst shoulD.

A.

provide counseling to the couple related to the problems that they identify as most important.

B.

refer the family to another professional, since this type of issue is not amenable to applied behavior analysis.

C.

set up contracts between the parents and children that require the parents to reinforce appropriate behavior using things that the children identify as important to them.

D.

explain how behavior analysis could be used to assist the family so that they can make an informed decision about proceeding.

In order to evoke a mand for "cookie," the behavior analyst shoulD.

A.

give the child a cookie.

B.

deprive the child of cookies.

C.

show the child a picture of a cookie.

D.

say "cookie" and praise repeating the word.

A child with food refusal behaviors accepts one bite out of the ten bites that her caregiver offered. What measure should be used to record this behavior?

A.

duration

B.

latency

C.

percent of occurrence

D.

trials to criterion

A teacher gives a student a piece of paper and asks him to draw a picture. To request a crayon, the student looks at the teacher and says, "Crayon." In response to this, the teacher replies, "Say, 'Crayon please'." The student complies with the request and the teacher gives them a crayon. This exchange is an example oF.

A.

coincidental teaching.

B.

incidental teaching.

C.

precision teaching.

D.

vicarious teaching.

In order to promote generalization in intensive teaching, the behavior analyst shoulD.

A.

teach loosely.

B.

use the same SD.

C.

use few exemplars.

D.

teach in the same environment.

The matching law states that when responding is reinforced on concurrent VI-20 and VI-50 schedules, the:

A.

number of responses will match the number of reinforcers obtained.

B.

proportion of responses for each alternative will become equal over time.

C.

organism will respond exclusively to the alternative with the highest rate of reinforcement.

D.

proportion of responses across the two alternatives will equal the proportion of reinforcers obtained for those alternatives.

John's instructional program has successfully increased the number of words he reads correctly per minute. The procedures used include special worksheets, contingent reinforcement for number of words read correctly, and peer tutoring. The behavior analyst wants to determine which part or parts of the treatment have been effective, so he systematically dismantles the treatment and withdraws elements until the reading no longer improves. The behavior analyst is completing A.

A.

component analysis.

B.

multi-element design.

C.

parametric examination.

D.

reversal design.

To facilitate errorless learning, begin witH.

A.

backward chaining.

B.

fading stimulus prompts.

C.

forward chaining.

D.

response prompts.

To address hitting others, two procedures were compareD. differential reinforcement of incompatible behavior and time-out. The outcomes were examined within and across subjects. A withdrawal design was employed. The BEST response measure to use in this study is frequency oF.

A.

the incompatible behavior.

B.

being sent to time-out.

C.

hitting others.

D.

reinforcer delivery.

When Susan attempts to escape from a task, she exhibits several behaviors, including hitting her head, stomping her feet, and crying. This is an example of A.

A.

functional response class.

B.

respondent class.

C.

stimulus class.

D.

topographical response class.

Joe describes himself as being addicted to video games. He is told that if he does not complete his chores, he will lose access to his computer. On Monday, he refuses to complete his chores and he loses access to his computer for 2 days. From Tuesday on, Joe's refusals cease. The change in Joe's behavior is MOST likely to be the result oF.

A.

an aversive procedure.

B.

negative punishment.

C.

compliance training.

D.

contingency contracting.

Teaching a student a self-talk strategy consisting of, "After I use the toilet, I must flush." is an example oF.

A.

contingency shaped behavior.

B.

direct instruction.

C.

imitative instruction.

D.

rule-governed behavior.

The decision to develop and implement a behavior intervention plan is not made unless:

A.

the behavior has the potential to cause harm.

B.

data show the need for behavior change exists.

C.

the interdisciplinary team has determined that it is necessary.

D.

staff who will implement the procedures have demonstrated proficiency.

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Total 180 questions
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