Simple and conditional discrimination procedures: Discrimination and stimulus-control teaching procedures.

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The item includes an answer key, explanation, wrong-choice notes, domain label, concept tags, and source notes. Automated checks cover structure, coverage, and consistency only. No named, credential-verifiable BCBA external review has occurred, and this is not a clinical or exam-validity certification.

Source note: Original v2 item upgraded from internal task/concept map; not copied from official or commercial question banks.

Simple and conditional discrimination procedures: Discrimination and stimulus-control teaching procedures. in Behavior-Change Procedures, with study tags for Discrimination and stimulus-control teaching procedures, Simple and conditional discrimination procedures, simple discrimination, conditional discrimination.

Before reading the explanation, choose an answer and name the scenario clue. If you missed it, review Discrimination and stimulus-control teaching procedures and try similar questions in this domain.

This is an original study item for BCBA Scenario Tutor, not an official BACB exam question or a copied exam item.

During teaching, an adult client responds correctly with one example but errors increase with new materials and staff. Across 4 sessions in service week 8, one observer recorded 40 minutes of observation in the vocational training room. The BCBA should:

This choice moves too quickly toward a more intrusive response. The better answer checks function, risk, feasibility, and less intrusive options first.

Then answer a few related scenarios before moving back to broad practice.

Does the answer match the teaching or behavior-change procedure to the function, skill, and stimulus-control problem?

During teaching, an adult client responds correctly with one example but errors increase with new materials and staff. Across 4 sessions in service week 8, one observer recorded 40 minutes of observation in the vocational training room. The BCBA should:

Use prompts without fading plan. This often shows up as treating all teaching as discrete-trial teaching..

Rewrite the miss as a rule: "When I see Discrimination and stimulus-control teaching procedures, I must identify the relevant evidence before choosing the action." Then answer two related G domain questions without reading explanations first.

Practice 3 more questions tagged to Discrimination and stimulus-control teaching procedures, then explain why each wrong answer is weaker before moving back to mixed practice.

This choice moves too quickly toward a more intrusive response. The better answer checks function, risk, feasibility, and less intrusive options first.

This choice treats a procedure or response form as enough. The scenario still requires matching the action to function, assessment results, or the decision rule.

This choice overgeneralizes from limited evidence. The stronger answer checks the controlling variables before assuming the same relation holds elsewhere.