Term
| How is Watsonian behaviorism different from Skinnerian behaviorism? |
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Definition
Watsonian Behaviorism was the first behavioral science. He stated that the goal of behaviorism is the prediction and control of behavior. He argued that psychology was not about states of mind or mental processes but observable behavior. Study of Behavior should consist of direct observation of the relationships between the environmental stimuli (S) and the responses (R) they evoke. Watson's theory became known as the stimulus response psychology. He had no research to validate his theory or back his justifications.
Skinnerian behaviorism started as research. It is very research based. he found 2 different kinds of behavior: respondent and operant. Respondent Behavior is reflexive behavior. Operant Behavior is influenced by stimulus changes that have followed the behavior in the past. He researched the effects of consequences on behavior and did significant work for the field. He named his new science experimental analysis of behavior. |
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Term
| What is the difference between methodological behaviorism and radical behaviorism? |
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Definition
Methodological behaviorism is the belief that the inner variables or mentalisms were outside the realm of a scientific account. They only base their science on observable behavior. Methodological behaviorism is interested only in behaviors that can directly be observed and manipulated through the environment. It acknowledges covert behaviors exist, but its not in our realm of analysis and understanding. This limits our understanding of behavior.
Radical Behaviorism includes and seeks to understand all human behavior including those inner workings. Those inner working have a place in considering the outer behavior. Radical Behaviorism includes all behaviors, covert or overt. The only difference is we can't easily access it and observe it. Covert behavior is influenced by the same variables that influence public, or overt, behavior. |
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Term
| Why are mentalistic explanations for behavior problematic? |
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Definition
| Mentalistic explanations are problematic because they are unable to be scientifically proven and they are not measurable, observable or testable. This is due to the fact that they are based off something neural, psychic, spiritual, subjective, conceptual or hypothetical. |
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Term
| What is Applied Behavior Analysis? |
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Definition
| Applied Behavior Analysis is a science of behavior and behavior change that is socially significant, observable, measurable and reliable. Its data driven and shows correlations between behavior and environment. Its procedures, variables and behaviors are operationally defined and everything is replicable. The language used is consistent with behaviorism. |
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Term
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Definition
| The assumption that the universe is lawful and orderly place in which phenomena occur as a result of other events. |
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Term
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Definition
| the objective observation of the phenomena of interest. |
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Term
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Definition
| the control comparison of some measure of the phenomena of interest (the dependent variable) under 2 or more different conditions in which only one factor at a time (independent variable) differs from one condition to another. |
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Term
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Definition
| repeating experiments (independent variable conditions within experiments) to determine the reliability and usefulness of findings |
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Term
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Definition
| simple, logical explanations must be ruled out experimentally or conceptually before more complex or abstract explanations are considered. |
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Term
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Definition
| continually questioning the truthfulness and validity of all scientific theory and knowledge. |
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Term
| Schlinger writes, “although evolutionary causation of structural or behavioral traits is coded in the genes, the causation is not in the genes” (p. 37, paragraph 5). Explain this statement. |
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Definition
| Yes, there is something to behavior being in your DNA; however, the science and evidence points to newborns being born with a behavioral blank slate and that behavior is learned. The brain is more sponge like than pre coded and set to learn language and behavior through out life. The same brains are in our brains that were in the brains of people 100,000 years ago. |
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Term
| According to Schlinger, why is learning a more parsimonious explanation of behavior than human nature/inheritability? |
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Definition
| It assumes less. the human nature bit assumes that all people dislike snakes because of their bad reputation through hundreds of years; however, it doesn't account for those people not afraid of snakes. |
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Term
| Using language acquisition as an example, first explain the nature explanation for the behavior. Then, explain the nurture explanation for the behavior. |
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Definition
In the nature argument, a child is born already pre-disposed with all the language necessary for life. Its genetic and predetermined.
In the nurture argument, language comes from parents talking, reading and loving on their child. Only through teaching language, do they learn language. |
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Term
| According to Baer et al., define the seven defining characteristics of applied behavior analysis and provide a real-world example of how each is embedded into practice. |
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Definition
Applied-investigates socially significant behaviors with immediate importance.
Behavioral-entails precise measurement of the actual behavior in need of improvement and documents that it was teh subjects behavior that changed.
Analytic-demonstrates experimental control over the occurrence and nonoccurrence of the behavior-that is, if a functional relation is demonstrated.
Technological- the written description of all procedures used in the study is sufficiently complete and detailed to enable others to replicate it.
Conceptually Systematic- behavior cange interventions are derived from basic principles of behavior.
Effective- improves behavior sufficiently to produce practical results for the participant/client
Generality-produces behavior changes that last over time, appear in other environments, or spread to other behaviors. |
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Term
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Definition
| an approach to understanding behavior that assumes that a mental or "inner" dimension exists that differs from a behavioral dimension and that phenomena in this dimension either directly cause or at least mediate some forms of behavior. |
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Term
| Experimental Analysis of Behavior |
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Definition
| a natural science founded by Skinner for discovering orderly and reliable relations between behavior and various types of environmental variables of which it is a function. |
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Term
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Definition
| exists when a well controlled experimment reveals that a specific change in one event can reliably be produced by specific manipulations of another event and that the change in the dependent variable was unlikely to be the result of other extraneous factors. |
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Term
| Methodological Behaviorism |
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Definition
| a philosophical position that views behavioral events that cannot be publicly observed as outside the realm of science. |
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Term
| What is the difference between a response class and a stimulus class? |
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Definition
Response Class is a group of responses with the same function. Many ways to open a bag of m&m’s.
Stimulus Class refers to any group of stimuli sharing a predetermined set of common elements in one or more of these dimensions. |
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Term
| Provide and explain (i.e., US, NS, UR, CR) an example of respondent conditioning. |
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Definition
US= Unconditioned Stimulus
NS= Neutral Stimulus
CR= Conditioned Reflex
UR= Unconditioned Reflex
Example of this would be going to the eye doctor and getting a puff of air in your eyes. The air puff is the US, the clicking sound of the machine is the NS. The UR is the eye blink and the CR is also the eye blink. So when the puff of air comes the first time along with the clicking sound, you blink. When you hear the click the next time, you blink even though no puff comes. |
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Term
| Give an example of positive punishment and negative punishment. |
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Definition
An example of positive reinforcement would be: one of my students loves to play with sensory items like a tube with bells inside. In order to receive the tube of bells, he has to ask for the tube. Every time he asks for the tube, he gets the tube.
An example of negative reinforcement would be: that same student does not like sitting still. He is required to stay seated unless he asks to get up. When he asks to get up, he is immediately allowed out of the seated position. |
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Term
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Definition
| an environmental condition or stimulus change existing or occurring prior to a behavior of interest. |
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Term
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Definition
| A stimulus change that follows a behavior of interest. Some consequences, especially those that are immediate and relevant to current motivational states, have significant influence on future behavior; others have little effect. |
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Term
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Definition
| The discontinuing of a reinforcement of a previously reinforced behavior; the primary effect is a decrease in the frequency of the behavior until it reaches a prereinforced level or ultimately ceases to occur. |
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Term
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Definition
| A decrease in responsiveness to repeated presentations of a stimulus; most often used to describe a reduction of respondent behavior as a function of repeated presentation of the eliciting stimulus over a short span of time |
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Term
| higher order conditioning |
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Definition
| Development of a conditioned reflex by pairing of a neutral stimulus (NS) with a conditioned simulus (CS). |
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Term
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Definition
| Behavior that is selected, maintained and brought under stimulus control as a function of its consequences; each person's repertoire of operant behavior is a product of his history of interactions with the environment. |
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Term
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Definition
| The basic process by which operant learning occurs; consequences result in an increased or decreased frequency of the same type of behavior under similar motivational and environmental conditions in the future. |
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Term
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Definition
| The history of the natural evolution of species. |
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Term
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Definition
| a stimulus-response relation consisting of an antecedent stimulus and the respondent behavior it elicits. Unconditioned and conditioned reflexes protect against harmful stimuli, help regulate the internal balance and economy of the organism and promote reproduction. |
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Term
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Definition
| All of the behaviors a person can do; or a set of behaviors relevant to a particular setting or task. |
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Term
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Definition
| The response component of a reflex; behavior that is elicited, or induced, by antecedent stimuli. |
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Term
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Definition
| A stimulus-stimulus pairing procedure in which a neutral stimulus (NS) is presented wtih an unconditioned stimulus (US) until the neutral stimulus becomes a conditioned stimulus that elicits the conditioned response. |
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Term
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Definition
| The repeated presentation of a conditioned stimulus (CS) in the absence of the unconditioned stimulus (US); the CS gradually loses its ability to elicit the conditioned response until the conditioned reflex no longer appears in the individuals repertoire. |
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Term
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Definition
| A single instance or occurrence of a specific class or type of behavior. |
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Term
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Definition
| A group of responses of varying topography, all of which produce the same effect on the environment. |
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Term
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Definition
| An energy change that affects an organism through its receptor cells. |
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Term
| Selection by Consequences |
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Definition
| The fundamental principle underlying operant conditioning; the basic tenet is that all forms of behavior, from simple to complex, are selected, shaped and maintained by their consequences during an individual's lifetime. |
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Term
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Definition
| A group of stimuli that share specified common elements along formal, temporal, and/or functional dimensions. |
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Term
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Definition
| A situation in which the frequency, latency, duration or amplitude of a behavior is altered by the presence or absence of an antecedent simulus. |
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Term
| Stimulus-Stimulus Pairing |
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Definition
| A procedure in which two stimuli are presented at the same time, usually repeatedly for a number of trials, which often results in one stimulus acquiring the function of the other stimulus. |
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Term
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Definition
| The basic unit of analysis in the analysis of operant behavior; encompasses the temporal and possibly dependent relations among an antecedent stimulus, behavior and consequence. |
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Term
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Definition
| The stimulus component of an unconditioned reflex; a stimulus change that elicits respondent behavior without any prior learning. |
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Term
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Definition
Some stimulus change that
immediately follows a response,
resulting in the strengthening or maintenance of that response under similar conditions
in the future. |
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Term
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Definition
Some stimulus change
immediately follows a response
resulting in the weakening or reduction of that response
under similar conditions
in the future. |
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Term
| Behavior analysts assess behavior using a combination of indirect and direct assessment. Summarize the difference between these two general categories of behavior assessment. |
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Definition
Indirect Assessment consists of interviews and checklists. The data obrained from these measures are drived from the recollections, reconstructions or subjective ratings of events.
direct assessment consists of tests and direct observation. They provide objective data on the person's actual performance , not an interpretation, ranking or qualitataive index of that performance. |
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Term
| One of the key characteristics of applied behavior analysis is that the behaviors being studied are of social significance. Habilitation is used as a guideline. What is habilitation? |
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Definition
| Habilitation is the degree to which the person's repertoire maximizes short and long term reinforcers for that individual and for others and minimizes short and long term punishers. |
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Term
| Be familiar with the 10 questions used to assess whether the behavior of interest will meet the goal of habilitation. List them here for easy reference for studying. |
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Definition
Is this behavior likely to produce reinforcement in the clients natural environment after intervention ends?
Is this behaviorj a necessary prerequisite for a more complex and functional skill?
Whill this behavior increase the client's access to environments in which other important behaviors can be acquired and used?
Will changing this behavior predisopose others to interact with the client in a more appropriate and supportive manner
Is this behavior a pivotal behavior or behavioral cusp?
Is this an age-appropriate behavior?
If this behavior is to be reduced or eliminated from the client's repertoire, has an adaptive and functional behavior been selected to replace it?
Does this behavior represent the actual problem/goal, or is it only indirectly related?
Is this "just talk" or is it the real behavior of interest?
If the goal itself is not a specific behavior, will this behavior help achieve it? |
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Term
| CHH give nine guidelines for how to prioritize target behaviors. Briefly review these guidelines. |
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Definition
1. Does this behavior pose any danger to the client or to others?
first priority is dealing with safety issues.
2. How many opportunities will the person have to use this new behavior? or How often does this problem behavior occur?
skills with more opportunities to use should be more important than a less used skill.
3. How long-standing is the problem or skill deficit?
a chronic long standing problem should take precedence over sporadic or recently surfaced problems.
4. Will changing this behavior produce higher rates of reinforcement for the person?
a behavior that results in higher sustained levels of reinforcement should take precedence over a behavior that produces little additional reinforcement.
5. What will be the relative importance of this taraget behavior to future skill development and independent functioning?
each behavior should be judged in terms of its connection to other critical behaviors needed for optimal learning.
6. Will changing this behavior reduce negative or unwanted attention from others?
if behaviors will provide access to more normalized settings or important learning environment,then the behaviors need to be considered.
7. With this new behavior produce reinforcement for for significant others?
some skills help enhance a care takers life. for example, toileting, flushing toilet, asking for more.
8. How likely is success in changing this target behavior?
ensuring all possiblities are accounted for and making sure that resources and knowledge base exists to work on this behavior before starting an intervention.
9. How much will it cost to change this behavior?
cost doesn't refer to just money, it refers to time as well. |
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Term
| Describe the characteristics of a good operational definition. Give an example and a non-example of an operational definition for “self-injury”. |
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Definition
The behavior should be objective, understandable to others, and removing other smaller behaviors from the target behavior.
EX: Any time a student uses her own body to hit, bite, scratch him/herself on any part of his/her body.
Non EX: Any time a student causes injury to herself. |
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Term
| Why is it important that researchers AND practitioners measure behavior? |
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Definition
| Measuring behavior is how practitioners and researchers stay objective. They use measurment to obtain answers to questions about the existence and nature of functional relations between socially significant behavior and environmental variables. |
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Term
| ABC Recording/Anecdotal Observations |
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Definition
| a form of direct, continuous observation in which the observer records a descriptive, temporally sequenced account of alll behaviors of interest and the antecedent conditions and consequences for those behaviors as those events occur in the client's natural environment. |
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Term
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Definition
| A checklist that provides descriptions of specific skills and the conditions under which each skill should be observed. |
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Term
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Definition
| A form of assessment that involves a full range of inquiry methods to identify probable antecedent and consequent controlling variables. |
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Term
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Definition
| A behavior that has sudden and dramatic consequences that extend well beyond the idiosyncratic change itself because it exposes the person to new environments, reinforcers, contingencies, responses and stimulus controls. |
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Term
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Definition
| An assessment protocol that acknowledges complex interrelationships between environment and behavior. A method for obtaining data across multiple settings and persons. |
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Term
| Function Based Definition |
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Definition
| Designates responses as members of the targeted response class solely in terms of their common effect on the environment. |
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Term
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Definition
| occurs when a person's repertoire has been changed such that short-and long term punishers are minimized. |
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Term
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Definition
| As a philosophy and principle, the belief that people with disabilities hsould, to the maximum extent possible, be physically and socially integrated into the mainstream of society regardless of the degree or type of disability. As an approach to intervention, the use of progressively more typical settings and procedures "to establish and/or maintain personal behaviors which are as culturally normal as possible." |
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Term
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Definition
| A behavior that, when learned, produces corresponding modifications or covariation in other untrained behaviors |
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Term
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Definition
| Effects of an observation and measurement procedure on the behavior being measured. It is most likely when measurement procedures are obtrusive, especially if the person being observed is aware of teh observer's presence and purpose. |
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Term
| Relevance of Behavior Rule |
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Definition
| holds that only behaviors likely to produce reinforcement in the person's natural environment should be targeted for change. |
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Term
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Definition
| Refers to the extent to which target behaviors are appropriate, intervention procedures are acceptable and important significant changes in target and collateral behaviors are produced. |
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Term
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Definition
| The response class selected for intervention; can be defined either functionally or topographically. |
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Term
| Topography Based Definition |
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Definition
| Defines instances of the targeted response class by the shape or form of the behavior. |
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Term
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Definition
| An outcome or result that appears to exist because of the way it is measured but in fact does not correspond to what actually occurred. |
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Term
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Definition
| The change in rate of responding over time (rate); based on count per unit of time; expressed as a factor by which responding is accelerating or decelerating (multiplying or dividing); displayed with a trend line on a Standard Celeration Chart. Celeration is a generic term without specific reference to accelerating or decelerating rates of response. |
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Term
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Definition
| A unit of time in which celeration is plotted on a standard celeration chart. |
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Term
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Definition
| The celeration trend line is measured as a factor by which rate multiplies or divides across the celeration time periods. |
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Term
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Definition
| A simply tally of the number of occurrences of a behavior. The observation period, or counting time, should always be noted when reporting count measures. |
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Term
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Definition
| Any operant whose response rate is controlled by a given opportunity to emit the response. Each discrete response occurs when an opportunity to respond exists. |
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Term
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Definition
| A measure of the total extent of time in which a behavior occurs. |
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Term
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Definition
| Measurement procedure for obtaining a tally or count of the number of times a behavior occurs. |
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Term
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Definition
| Any operant behavior that aresults in minimal displacement of the participant in time and space. A free operant can be emitted at nearly any time; it is discrete, it requires minimal time for completion, adn it can produce a wide range of response rates. |
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Term
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Definition
| a ratio of count per observation time; often expressed as count per standard unit of time and calculated by dividing the number of responses recorded by the number of standard units of time in which observations were conducted; used interchangeably with rate. |
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Term
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Definition
| A measure of temporal locus; defined as the elapsed time between two successive responses. |
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Term
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Definition
| The force or intensity with which a response is emitted; provides important quantitative parameters used in defining a verifying the occurrence of some response classes. |
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Term
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Definition
| The process of assigning numbers and units to particular features of objects or events. |
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Term
| measurement by permanent product |
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Definition
| A method of measuring behavior after it has occurred by recording the effects that the behavior produced on the environment. |
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Term
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Definition
| A measurement method in which the presence or absence of behaviors are recorded at precisely specified time intervals. |
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Term
| partial-interval recording |
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Definition
| A time sampling method for measuring behavior in which the observation period is divided into a series of brief time intervals. The observer records whether the target behavior occurred at any time durin gthe interval. Partial-interval recording is not concerned with how many times the behavior occurred during the interval or how long the behavior was present, just that it occurred at some point during the interval. |
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Term
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Definition
| A ratio formed by combining the same dimensional qualities, such as count or time; expressed as a number or parts per 100; typically expressed as a ratio of the number of responses of a certain type per total number of responses. A percentage presents a proportional quantity per 100. |
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Term
| planned activity check (PLACHECK) |
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Definition
| A variation of momentary time sampling in which the observer records whether each person in a group is engaged in the target behavior at specific points in time; provides a measure of "group behavior." |
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Term
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Definition
| A ratio of count per observation time; often expressed as count per standard unit of time and calculated by dividing the number of responses recorded by the number of standard units of time in which observations were conducted; used interchangeable with frequency. The ratio is formed by combiding the different dimensional quantities of count and time. Ratios formed from different dimensional quantities retain their dimensional quantities. Rate and frequency in behavioral measurement are synonymous terms. |
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Term
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Definition
| Refers to the fact that a behavior can occur repeatedly through time. |
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Term
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Definition
| A measure of temporal locus; the elapsed time from the onset of a stimulus to the initiation of a response. |
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Term
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Definition
| Refers to the fact that every instance of behavior occurs during some amount of time; one of the three dimensional quantities of behavior from which all behavioral measurements are derived. |
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Term
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Definition
| Refers to the fact that every instance of behavior occurs at a certain point in time with respect to other events; often measured in terms of response latency and interresponse time; one of the three dimensional quantities of behavior from which all behavioral measurements are derived. |
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Term
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Definition
| A measurement of the presence or absence of behavior within specific time intervals. It is most useful with continuous and high-rate behavior. |
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Term
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Definition
| The physical form or shape of a behavior. |
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Term
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Definition
| A special form of event recording; a measure of the number of responses or practice opportunities needed for a person to achieve a pre-established level of accuracy or proficiency. |
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Term
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Definition
| A time sampling method for measuring behavior in which the observation period is divided into a series of brief time intervals. At the end of each interval, the observer records whether the target behavior occurred throughout the entire interval; tends to underestimate the proportion of the observation period that many behaviors actually occurred. |
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