BCABA Readiness Test

10 questions, balanced across the exam's topics. Answer each one, then submit for your practice readiness estimate and per-topic breakdown. This is a practice estimate — not a prediction or guarantee of your official exam result.

Question 1

A procedure requires repeated practice of an appropriate action following a target response. Which named procedure is described?

Fixed-time reinforcement Restitutional overcorrection DRO Positive-practice overcorrection

Question 2

A group contingency leads peers to blame one student for lost rewards. What should the team address?

Social risks and the need to revise the arrangement Only whether the reward is expensive enough Only whether the criterion is written in bold The assumption that peer pressure is always beneficial

Question 3

A teaching arrangement briefly places a needed puzzle piece in a visible container so the learner can request help opening it. What is the intended instructional role of the arrangement?

Establish that every container is a reinforcer Eliminate all stimulus control by the materials Create a relevant occasion for a functional request Punish independent puzzle completion

Question 4

A newly established skill stops when reinforcement becomes much leaner overnight. What is the best planning adjustment?

Thin reinforcement gradually using performance-based criteria Increase every response requirement at once Assume the skill never existed Remove all reinforcement until responding resumes

Question 5

Why include unreinforced or appropriately controlled probe trials when evaluating emergence?

To establish punishment automatically To distinguish untrained performance from learning during the test To replace training of prerequisite relations To make all correct responses less likely permanently

Question 6

A team uses a classwide criterion that some students cannot yet meet with available supports. What is the main concern?

The contingency is not equitably attainable for all affected learners Group contingencies never permit individualized supports The criterion's difficulty proves it is motivating Only high performers should receive instruction

Question 7

A learner temporarily loses access to an otherwise reinforcing activity following a response, and that response decreases. Which procedure is illustrated?

Negative reinforcement Stimulus equivalence training DRA Time-out from positive reinforcement

Question 8

Why should generalization probes sometimes use untrained materials or people?

To teach every probe response before measurement To guarantee a higher score To test transfer beyond directly taught examples To replace all acquisition data

Question 9

Which element most directly makes contract performance verifiable?

An objective measure and a defined review period A statement that the learner should try harder A broad label such as 'good attitude' A promise to decide the criterion later

Question 10

A learner fails an equivalence probe but performs the baseline relations inconsistently. What should be checked first?

Whether the prerequisite trained relations are sufficiently established Whether identity matching is impossible Whether the concept of emergence should be discarded Whether every untrained relation must be taught simultaneously

Unanswered questions count as incorrect. Your answers are graded on the server; no answer key is sent to your browser.

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