Term
|
Definition
| count of the number of occurrences of a behavior during an observation period |
|
|
Term
| A-01: Give an example of when you would use frequency. |
|
Definition
Instances of SIB
Instances of Aggression |
|
|
Term
| A-01: Why would we use frequency vs rate? |
|
Definition
| Frequency is an easier measure to use since it is just how many times it happen. Rate is a better measure since their are discrete time periods. |
|
|
Term
|
Definition
| The number of response per unit of time |
|
|
Term
| A-02: Give an example of using rate. |
|
Definition
| During a 2 hour session, Billy engaged in 2.5 instances of SIB per hour. |
|
|
Term
| A-02: When can you/shouldn't you use rate? |
|
Definition
Use for free operant behaviors with a discrete onset and offset
Do not use for long duration behaviors or discrete trials |
|
|
Term
|
Definition
X axis is sessions (week/days/year)
Y axis is rate per hour |
|
|
Term
|
Definition
| The amount of time from the onset to the end point of a response |
|
|
Term
| A-03: What is duration appropriate for? |
|
Definition
| Long period behaviors, high rate behaviors, task-oriented continuous behaviors that occur for an extended time |
|
|
Term
| A-03: Give an example of duration. |
|
Definition
Billy engaged in 10 minutes of non-compliance.
John cried of 90 minutes. |
|
|
Term
|
Definition
| The time elapsed between the onset of a stimulus to the initiation of a response |
|
|
Term
| A-04: Give an example of latency. |
|
Definition
It took Billy 5 seconds to respond "hi" when the instructor greeted him.
It took Billy 5 minutes to put on his coat after the initial cue to put on his coat. |
|
|
Term
| A-05: What is interresponse time (IRT)? |
|
Definition
| The time between 2 consecutive responses within the same response class |
|
|
Term
| A-05: Give an example of IRT. |
|
Definition
Time between bites
John's bathroom trips today occurred every 45 minutes |
|
|
Term
| A-06: What is percent occurrence? |
|
Definition
| The number of times that behavior occurs divided by the total number of opportunities- ratio |
|
|
Term
| A-06: Give an example of using percent occurrence. |
|
Definition
Response accuracy- Kid answered 39/50 exam items so 70%
Time sampling- Billy engaged in SIB in 40% of time sampling intervals |
|
|
Term
| A-07: What is trials to criterion? |
|
Definition
| The number of trials needed to achieve a pre-determined level of performance |
|
|
Term
| A-07: Give an example of trials to criterion. |
|
Definition
| John required 50 trials until his first independent animal label. |
|
|
Term
| A-07: Who determines the criterion for a trials to criterion? |
|
Definition
| BCBA or anyone who is looking over the criterion |
|
|
Term
| A-08 What is InterObserver Agreement (IOA) ? |
|
Definition
| the degree to which two or more independent observers report the same observed values after measuring the same event |
|
|
Term
| A-08: What are the benefits of IOA? |
|
Definition
| competence of new observers, detects observer drift, confidence in target behavior definition, confidence of variability in data not due to staff |
|
|
Term
| A-08: Name methods of IOA. |
|
Definition
| Total count (smaller count/larger), mean count, exact count, trial by trial, scored interval (low freq bx) and unscored interval (high freq bx), interval by interval (# interval agreed/total # intervals) |
|
|
Term
|
Definition
| The extent to which the observed values match the true value of the event |
|
|
Term
|
Definition
yields data directly relevant to the phenomena measured and to the reason for measuring it
measures what needs to be measured |
|
|
Term
| A-09: What are threats to validity? |
|
Definition
Indirect measurement
measuring the wrong dimension of a behavior
measuring artifacts
discontinuous measurement (not all data/behavior detects)
poorly scheduled measurement periods |
|
|
Term
| A-09: What is reliability? |
|
Definition
| Consistency of measurement, repeated measurement of the same event yields the same value |
|
|
Term
| A-09: What are threats to accuracy and reliability? |
|
Definition
Poorly designed measurement system
Inadequate observer training
Unintended influence on observers (observers expectations or observer reactivity) |
|
|
Term
| A-05: Why would you use IRT over rate? |
|
Definition
| Different way of describing the same behavior |
|
|
Term
| A-10: What is the difference between an equal interval graph and a semilogarithmic graph? |
|
Definition
For equal interval, all intervals on the y axis are the same
For semilogarithmic, the y is changed proportionally |
|
|
Term
| A-10: When would you use a semilogarithmic graph? |
|
Definition
Precision Teaching use it to assess fluency (SAFMEDS)
You can see actual change since it is good for comparing low frequency that you want to track on the same graph |
|
|
Term
| A-05: Explain what a short IRT and a long IRT indicates. |
|
Definition
Short IRT- higher rates of responding
Long IRT- lower rates of responding |
|
|
Term
|
Definition
|
|
Term
| A-01: What are the 3 dimensional measures of behavior? |
|
Definition
| Repeatability, Temporal Locus and Temporal Extent |
|
|
Term
| A-01: What is repeatability? |
|
Definition
| The number of times a behavior occurs |
|
|
Term
| A-01: What are examples of repeatability? |
|
Definition
| Count, Rate/Frequency, Celeration |
|
|
Term
| A-03: What is Temporal Extent? |
|
Definition
| The time it takes for the behavior to occur |
|
|
Term
| A-03: What are examples of temporal extent? |
|
Definition
| Total Duration, Durance-per-occurrence |
|
|
Term
| A-04: What is temporal locus? |
|
Definition
| When in time a behavior occurs |
|
|
Term
| A-04: What are example of temporal locus? |
|
Definition
| Latency, Interresponse time |
|
|
Term
| A-00: What are other measures of behavior? |
|
Definition
| Percentage, Trials to Criterion, Topography, Magnitude |
|
|
Term
| A-00: What is topography? |
|
Definition
|
|
Term
| A-00: Give an example of topography. |
|
Definition
| Legibility of handwriting |
|
|
Term
|
Definition
Force/intensity
When behavior is too high or too low |
|
|
Term
| A-00: Give an example of magnitude. |
|
Definition
|
|
Term
| A-00: What is derivative measures? |
|
Definition
| Percentage and trials to criterion |
|
|
Term
| A-00: What is definitional measures? |
|
Definition
| Topography and magnitude, requires full attention |
|
|
Term
| A-10: What is the most common type of graph in ABA? |
|
Definition
|
|
Term
| A-10: What does visual analysis include? |
|
Definition
| The number of data points, variability, level and trend |
|
|
Term
| A-12: What is continuous measurement (event recording) ? |
|
Definition
| recording the number of times a behavior occurs, always watching |
|
|
Term
| A-12: What are examples of some measures of continuous measurement? |
|
Definition
| Frequency, Duration, Latency, IRT |
|
|
Term
| A-12: Why would you use continuous measurement over discontinuous measurement? |
|
Definition
More Valid
Accounts for all behavior |
|
|
Term
| A-12: What is an advantage of continuous measurement? |
|
Definition
capture every instance of a behavior
more accurate |
|
|
Term
| A-12: What is a disadvantage of continuous measurement? |
|
Definition
| Time consuming, requires full attention, inaccurate at high rates, lack of resources for all attention |
|
|
Term
| A-13: What is discontinuous measurement? |
|
Definition
| recording behaviors during intervals or at specific moments in time; dividing the observation period into time intervals |
|
|
Term
| A-13: What are discontinuous measurement methods? |
|
Definition
| Whole interval, partial interval, momentary time sampling |
|
|
Term
| A-13: What is whole interval? |
|
Definition
| if the behavior occurs throughout the interval |
|
|
Term
| A-13: What is partial interval? |
|
Definition
| If the behavior occurs any time during the interval |
|
|
Term
| A-13: What is momentary time sampling? |
|
Definition
| If the behavior occurs at the moment the time interval ends |
|
|
Term
| A-13: Which one underestimates? |
|
Definition
|
|
Term
| A-13: Which one overestimates? |
|
Definition
|
|
Term
| A-13: Which one does both (overestimates and underestimates)? |
|
Definition
|
|
Term
| A-13: What are some advantages of discontinuous measurement? |
|
Definition
| doesn't require full attention, connivence |
|
|
Term
| A-13: What are some disadvantages of discontinuous measurement? |
|
Definition
| Partial overestimates, whole underestimates, MTS might over or underestimate, can miss a lot of behavior occurrences, not always the most accurate |
|
|
Term
| B-01: What are the 7 dimensions of Applied Behavior Analysis? |
|
Definition
GET A CAB
Generalization, Effective, Technological, Applied, Conceputally Systematic, Analytic, Behavioral |
|
|
Term
| B-01: What is Generality? |
|
Definition
| results in behavior change that lasts over time, appears in other environments, and spreads to other behaviors |
|
|
Term
| B-01: Give an example of generality. |
|
Definition
| teach a child how to mand with therapist and then they begin to start manding at home |
|
|
Term
|
Definition
| noteable clinical or socially significant change must be produced |
|
|
Term
| B-01: Give an example of effective. |
|
Definition
| a child learning how to pee in the toilet after a toilet training intervention. |
|
|
Term
| B-01: What is Technological? |
|
Definition
| The written description is sufficiently complete and detailed to enable other to replicate the procedures. Sufficient detail for replication. |
|
|
Term
| B-01: Give an example of technological. |
|
Definition
| You write a program that is so detailed that everyone can implement it the same way and it can be replicated |
|
|
Term
|
Definition
| social significance of the behavior . improving the quality of life of the person |
|
|
Term
| B-01: Give an example of applied. |
|
Definition
|
|
Term
| B-01: What is conceptually systematic? |
|
Definition
| procedures are derived from the basic principles of behavior |
|
|
Term
| B-01: Give an example of conceptually systematic: |
|
Definition
| we design a program using positive reinforcement |
|
|
Term
| B-01: Give a non example of conceptually systematic. |
|
Definition
| We design a program to ignore the student when they are being bad. |
|
|
Term
|
Definition
| Demonstrates experimental control over the occurrence and nonoccurrence of the behavior |
|
|
Term
| B-01: Give an example of analytic. |
|
Definition
| use an experimental design to show that your reinforcement for manding caused increase in manding |
|
|
Term
| B-01: What is Behavioral? |
|
Definition
| Observable and measurable behaviors are targeted |
|
|
Term
| B-01: Give an example of behavioral. |
|
Definition
| measure the frequency of a child hitting |
|
|
Term
| B-01: What are the 7 dimensions and explain one |
|
Definition
GET A CAB
Technological- the written description is sufficiently complete and detailed to enable others to replicate the procedure |
|
|
Term
| B-01: What is a situation that you are ensuring that you are conceptually systematic? |
|
Definition
| If you are using an extinction based procedure, making sure it is function based and derived from the principles of ABA |
|
|
Term
| B-01: What is a situation that you are ensuring that you are being effective. |
|
Definition
| You will be ensuring that you are effective when you see a big change in a socially significant behavior from baseline to after intervention |
|
|
Term
| B-03: What is the independent variable? |
|
Definition
| the variable that is manipulated by the researcher in an experiment to see whether changes in the IV procedure reliably changes the DV. Intervention |
|
|
Term
| B-03: What is the dependent variable? |
|
Definition
| the varibales in an experiment measured to determine if the changes as a result of manipulation of the IV. Represents some measure of a socially significant behavior. |
|
|
Term
| B-04: What is withdrawal/reversal design? |
|
Definition
| Repeated measures of behavior in a given setting that requires at least 3 consecutive phases |
|
|
Term
| B-04: Draw withdrawl/reversal design and explain baseline logic. |
|
Definition
Prediction- levels of responding will not change if you extend baseline
Verification- comparing baseline 1 to baseline 2 to check if responding is the same
Replication- reintroducing of intervention changes the behavior in the same way as intervention 1. Space between predicted bsl path and intervention |
|
|
Term
| What are the components to steady state strategy (baseline logic)? |
|
Definition
| Prediction, Verification and Replication |
|
|
Term
|
Definition
| The anticipated outcome of future measurement within a condition. Predict where the data would keep going |
|
|
Term
|
Definition
| Prior level of baseline would have remained unchanged if no IV. Baseline returns to previous levels |
|
|
Term
|
Definition
| Repeating IV manipulation and getting similar effects on DV |
|
|
Term
| B-05: Where is the experimental control in the alternating treatment design? |
|
Definition
| The distance between the data paths |
|
|
Term
| B-05: Draw Alternating Treatment Design and explain baseline logic. |
|
Definition
Prediction- look at the first few data points, predict where data would go
Verification- later data points in one condition are the same level as earlier points
Replication- later data points in one condition are similar to earlier points
Every data point functions as PVR |
|
|
Term
| B-06: Draw Multiple Baseline Design and explain baseline logic. |
|
Definition
Prediction- if extend baseline, the baseline level stays the same
Verification- Baseline levels in lower tiers stay at baseline once intervention is introduced in higher tier
Replication- each time intervention is introduced to a new tier, behavior changes in the same direction |
|
|
Term
| B-04: What are advantages of the reversal design? |
|
Definition
Powerful functional relation
Easy to implement |
|
|
Term
| B-04: What are ethical considerations of the reversal design? |
|
Definition
| withdrawing effective treatment |
|
|
Term
| B-04: What are pragmatic considerations of the reversal design? |
|
Definition
| Irreversibility (can't unlearn somethings), not effective for examining learning new skills, can't use if the behavior has accessed new reinforcement contingencies, need approval to withdraw |
|
|
Term
| B-05: What is the alternating treatment design? |
|
Definition
| comparing two or more independent variables by alternating their presentation randomly |
|
|
Term
| B-05: What are the advantages of the alternating treatment design? |
|
Definition
| quick comparison, no withdrawal, minimizes sequence effects, can be used with unstable data, no delay to start, doesn't need baseline, intervention can begin immediately |
|
|
Term
| B-05: What are the ethical considerations of alternating treatment design? |
|
Definition
| withdrawing effective treatment |
|
|
Term
| B-05: What are the practical considerations of alternating treatment design? |
|
Definition
| possible confounding from rapid alternations, multiple treatment interference, treatments must be discriminable, not useful for treatments requiring long exposure, can only analyze up to 3 at a time for proper counterbalancing |
|
|
Term
| B-07: What is the multiple baseline design? |
|
Definition
| staggered implementation of treatment across behavior, subjects, or settings |
|
|
Term
| What is the most widely used treatment design in ABA? |
|
Definition
| The multiple baseline design |
|
|
Term
| B-07: What are the ethical considerations of the multiple baseline design? |
|
Definition
| delaying effective treatment |
|
|
Term
| B-07: What are the advantages of multiple baseline design? |
|
Definition
| no withdrawal, matches pre-existing practice, direct monitoring of generality |
|
|
Term
| B-07: What are the pragmatic considerations of the multiple baseline design? |
|
Definition
functional relation may not be demonstrated if generalization or imitation occurs
Verification is weaker than others since there is no return to baseline
Not good functional relation |
|
|
Term
| B-07: When is it good to use the multiple baseline design? |
|
Definition
| When behavior is irreversible or when withdrawing treatment is impractical/undesirable |
|
|
Term
| What are you looking for when you visually inspect a graph? |
|
Definition
| Trend, Level and Variability |
|
|
Term
| C-01: State the possible unwanted effects of reinforcement |
|
Definition
Increase in undesirable behavior, decrease in desirable behavior(behavior contrast)
Accidentally reinforcing problem behavior
Health issues
Satiation |
|
|
Term
| C-01: Plan for the possible unwanted effects of reinforcement |
|
Definition
fade reinforcement
monitor maladaptive behaviors
plan for generalization
have a schedule that matches real life reinforcement |
|
|
Term
| C-02: State the possible unwanted effects of punishment |
|
Definition
Emotional and aggressive reactions
escape and avoidance
behavioral contrast
punishment could model the undesired behavior
may be overused due to negative reinforcement of the punishing agents behavior |
|
|
Term
| C-02: Plan for the possible unwanted effects of punishement |
|
Definition
providing an alternative response to the problem behavior that avoids the delivery of punishment and provides reinforcement
punishing all occurrences of the behavuor in all settings |
|
|
Term
| C-03: State the possible unwanted effects of extinction |
|
Definition
| Extinction Burst, Response Variation, Spontaneous Recovery, Resurgence, Emotional Outburst and aggression |
|
|
Term
| C-03: Plan for the possible unwanted effects of extinction |
|
Definition
consistently witholding reinforcement
reinforce an appropriate novel behavior as an alternative behavior
provide alternative response and reinforce this
explain that behavior will get worse before it gets better |
|
|
Term
| D-02: What are parameters (components) of reinforcement? |
|
Definition
Quality
Magnitude
Immediate
Intensity
Duration
Schedule/probability |
|
|
Term
| G-01: Why is it important to review records and available data at the outset of the case? |
|
Definition
Do prior to intervention as part of the indirect
Reviewing school records, medial records, attendance, data, grades |
|
|
Term
| G-02: Why is it important to consider biological/medical variables that may be affecting the client? |
|
Definition
It is good to rule out medical causes of behavior
If medical variables are affecting the behavior, then there may be no need for behavioral analytics services |
|
|
Term
| G-02: Give an example where you might want to consider biological/medical before behavioral. |
|
Definition
Toothache- client may engaged in clenching jaw or hitting mouth
Headaches- might engage in head directed SIB when head hurts |
|
|
Term
| G-03: Why is it important to do a descriptive assessment? |
|
Definition
| To collect data to generate a hypothesis of a behavior |
|
|
Term
| G-03: What are some direct methods? |
|
Definition
| ABC data, scatterplot, direct observation |
|
|
Term
| G-03: What are some benefits of direct methods? |
|
Definition
you are observing the behavior as it occurs naturally
you can account for environmental variables affecting the behavior |
|
|
Term
| G-03: What are some disadvantages of direct methods? |
|
Definition
witholding intervention
reactivity
bad for behaviors that don't occur at high rates
in a restricted environment |
|
|
Term
| G-03: What is direct method? |
|
Definition
| Observing the behavior in its natural environment |
|
|
Term
| G-03: What is indirect method? |
|
Definition
| Not observing the behavior, you're relying on other people to provide information surround the behavior |
|
|
Term
| G-03: What are some indirect methods? |
|
Definition
| Interview, questionnaire, rating scale, checklist |
|
|
Term
| G-03: What is a descriptive assessment? |
|
Definition
| Methods of assessment that gain information regarding behaviors and skills without using experimentation for the purposes of determining a possible function of the behavior. Make a hypothesis about the function of behavior |
|
|
Term
| G-03: What is a benefit of using indirect methods? |
|
Definition
can explain behavior across many settings
quicker
can explain behavior across many people |
|
|
Term
| G-03: What is a disadvantage of indirect methods? |
|
Definition
subjective
biased
not on behavior that occurred recently
might report on behavior that occurs less frequently to be frequent |
|
|
Term
| G-04: Why should we speak to people outside of our field in non-technical language? |
|
Definition
| To make sure they are understanding what we are saying |
|
|
Term
| G-04: Explain extinction to a mom for escaping work. |
|
Definition
We noticed Billy runs away when he doesn’t want to do his work. Right now when he runs away, he gets out of doing work. By using an extinction procedure, we are not going to let Billy get out of work because we will bring him back to the table each time and only let him have a break when he finishes his task. Initially, this could lead to Billy running away more and we may see an increase in other challenging behaviors such as aggression. Ultimately, however, this should lead to Billy bolting less and working more. We will teach Billy an appropriate way to ask for a break from work as well.
Non-Example: Billy’s bolting is escape maintained and we are going to put it on extinction by withholding all reinforcement for bolting until his levels of bolting decrease. |
|
|
Term
|
Definition
| The activity of a living organism |
|
|
Term
| G-05: What are private events? |
|
Definition
| They take place in the skin, no one can observe them. |
|
|
Term
| G-05: Can you explain "feeling angry" to a supervisor? |
|
Definition
| Client feeling angry: there may have been a setting event that occurred at school or at home just before I arrived that evoked the current behaviors I view as anger (e.g. aggression, protest language, non-compliance). However, I cannot directly measure anger, only the behaviors attributed to anger. |
|
|
Term
| G-002: What should you do after you rule out medical/biological variables? |
|
Definition
|
|
Term
| G-03: What should you do if you have never met a client before? |
|
Definition
Conduct an interview to gather more information about the behavior
Review records from their old placement |
|
|
Term
| G-02: For automatically maintained behaviors, should we rule out medical variables? |
|
Definition
|
|
Term
| K-01: How should you provide ongoing documentation of behavioral services? |
|
Definition
Having a record
Follow BACB guidelines for record retention |
|
|
Term
| K-07: How should you evaluate the effectiveness of a behavioral program? |
|
Definition
Procedural integrity
Observe and train staff as needed
Operational definition is good |
|
|
Term
| H-02: What are the 3 C's of an operational definition? |
|
Definition
| Complete, concise and clear |
|
|
Term
| H-02: What do you want to obtain with an objective? |
|
Definition
SMART
Specific
Measurable
Attainable
Realistic
Timley |
|
|
Term
| H-03: What is the most common graph type used in APA? |
|
Definition
|
|
Term
| H-03: Explain the features of the line graph |
|
Definition
| Can show 2 or more behaviors, dimensions of behaviors, behaviors under different conditions, changes in the behavior due to the independent variable, behavior of multiple learners |
|
|
Term
| H-03: Why is a bar graph useful? |
|
Definition
| Provides an easy comparison to variables during different conditions |
|
|
Term
| H-03: When would you use a line graph? |
|
Definition
|
|
Term
| H-03: Why do we use visual analysis of data in ABA? |
|
Definition
| For ABA to be effective, we need to see the change |
|
|
Term
| H-03: What is a cumulative record? |
|
Definition
| illustrates the total number of responses made over time |
|
|
Term
| H-03: What is the Standard Celeration Chart for Precision Teaching? |
|
Definition
| semilogarithmic chart that is used to reflect a linear measure of change across time |
|
|
Term
| H-01: What type of behaviors would you use for a partial interval? |
|
Definition
| Behaviors that occur frequently that you cant count all of them |
|
|
Term
| H-01: What type of behaviors would you use for whole interval? |
|
Definition
|
|
Term
| H-01: What type of behaviors would you NOT use for whole intervals? |
|
Definition
| Behaviors that the instances are short |
|
|
Term
| H-01: What type of behavior would you use for momentary time sampling? |
|
Definition
| behaviors that have longer duration |
|
|
Term
| H-02: What type of interval length should you use to collect accurate estimates? |
|
Definition
|
|
Term
| H-03: What are examples of equal-interval graphs? |
|
Definition
Line graph
Bar Graph
Scatterplot
Cumulative Record |
|
|
Term
| H-04: What is variability? |
|
Definition
| how often and the extent to which multiple measures of behavior yield different outcomes. inconsistency of the behavior |
|
|
Term
|
Definition
| the value of the vertical axis scale around which a set of behavioral measures average |
|
|
Term
|
Definition
| the overall direction taken by a data path |
|
|
Term
| H-04: What type of levels can you have? |
|
Definition
|
|
Term
| H-04: What type of trend can you have? |
|
Definition
| Increasing, Decreasing or no trend |
|
|
Term
| H-04: What type of variability can you have? |
|
Definition
| Low variability or high variability |
|
|
Term
| H-04: What type of baseline do you want before starting intervention? |
|
Definition
|
|
Term
| J-01: Why is it important to speak in observable and measurable terms? |
|
Definition
| It is important to speak in observable and measurable terms so the objective is not subjective |
|
|
Term
| J-01: What should an objective have? |
|
Definition
| Condition, Behavior, and Criteria |
|
|
Term
| J-02: How do you make decisions about an individual for intervention? |
|
Definition
| Results from the FBA and scientific evidence |
|
|
Term
| J-02: What are some goals that intervention should be? |
|
Definition
| Functionally equivalent to problem behavior, least restrictive but likely to be effective, and based on appropriateness or social significance |
|
|
Term
| J-04: How would you select intervention strategies based on client preferences? |
|
Definition
Use preference assessment to identify potential reinforcers
Have client help decide intervention (preference assessment of intervention or ask) |
|
|
Term
| J-05: How might you select interventions based on the clients current repertoire? |
|
Definition
| Keeping current repertoire in mind when designing intervention strategies. Building on current mastered skills |
|
|
Term
| J-05: Give a situation when you might want to use childs repertoire? |
|
Definition
| Tacting repertoire- might want to start off with what the child already knows before jumping to harder things |
|
|
Term
| J-10: What is a replacement behavior? |
|
Definition
| any time of positive and appropriate behavior that you teach a learner that will give access to that same reinforcement |
|
|
Term
| J-10: Give an example of a replacement behavior that you might want to establish or increase? |
|
Definition
| Putting feet on the table-> reinforce putting feed down |
|
|
Term
| J-13: What is a behavioral cusp? |
|
Definition
| a behavior that exposes a person to new environments, reinforcers, punishers, contingencies, responses, and stimulus control that otherwise would have not been available |
|
|
Term
| J-13: Give an example of a behavioral cusp. |
|
Definition
Crawling
Reading- opens the door to other learning opportunities
Driving
Typing |
|
|
Term
| J-13: What is a pivotal behavior? |
|
Definition
| a behavior that once learned, produces modifications in other adaptive untrained behaviors |
|
|
Term
| J-13: Give an example of a pivotal behavior. |
|
Definition
Choice making
Self-management
Functional communication training
Self-initiation |
|
|
Term
| J-13: Why are cusps important to teach learners? |
|
Definition
Allow access to new reinforcers, contingencies and environments
Is a pre-req for more complex responses and skills |
|
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Term
| J-15: What are the different type of formats that one can display data? |
|
Definition
| line graphs, Bar graphs, standard celeration,semilogarithmic charts, Assessment forms, client preferences, session notes, environmental changes and factors |
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|
Term
| D-01: What is positive reinforcement? |
|
Definition
| the presentation of a stimulus immediately following a behavior increases the future frequency of that behavior |
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Term
| D-01: Give an example of positive reinforcement |
|
Definition
After a child does her chores, she receives a cookie. The cookie increases the likelihood that the child will do her chores again in the future.
Child says "I want tickles" the BT gives child tickles, the future frequency of manding for tickles increases |
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|
Term
| D-01: When do you know that reinforcement has taken place? |
|
Definition
| When a response is followed by a stimulus change that results in similar responses occurring more often |
|
|
Term
| D-01: What is negative reinforcement? |
|
Definition
| The termination of an already present stimulus immediately following a behavior increases the future frequency of that behavior |
|
|
Term
| D-02: Give an example of negative reinforcement. |
|
Definition
Immediately after Billy throws out his trash, his mom stops repeating the demand every 5 seconds (i.e. nagging) and the future frequency of Billy following demands to throw out his trash increases; giving space, stop talking.
when we turn off the alarm clock in the morning. We hear the annoying sound and therefore press the off button (or if you’re like me, the snooze button). The alarm will then stop making noise and you hopefully get out of bed. |
|
|
Term
|
Definition
| When a behavior is followed immediately by a stimulus change that results in similar behaviors occurring less likely |
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|
Term
| What is negative punishment? |
|
Definition
| Removal of a stimulus following a behavior results in a decrease in the future frequency of the behavior (removal of a positive reinforcer) |
|
|
Term
| Give an example of negative punishment. |
|
Definition
Nonexclusionary time out
Exclusionary time out
Response Cost |
|
|
Term
| What is positive punishment? |
|
Definition
| The presentation of a stimulus immediately following a behavior results in a decrease in the frequency of the behavior |
|
|
Term
| Give an example of positive punishment. |
|
Definition
Reprimands
Response blocking
RIRD (response interruption and redirection)
contingent exercise
overcorrection (restitution repair damage or positive practice correct form) |
|
|
Term
| Give an example of negative punishment in your everyday life |
|
Definition
| Speeding ticket; removal of money |
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|
Term
| Give an everyday example of positive punishment. |
|
Definition
|
|
Term
| Compare and contract Positive punishment and negative reinforcement |
|
Definition
Both influence behavior by having something unpleasant
Positive punishment adds something unpleasant
Negative reinforcement removes something unpleasant |
|
|
Term
| Compare and contract negative punishment and negative reinforcement |
|
Definition
Both terminate an aversive stimulus
Negative punishment decreases future frequency of behavior
Negative reinforcement increases future frequency of the behavior |
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|
Term
| D-21: What is differential reinforcement? |
|
Definition
| reinforcing specific behaviors of one response class and withholding reinforcement for other behaviors |
|
|
Term
|
Definition
| reinforcement is contingent on the problem behavior not occuring throughout intervals of time (interval DRO) or specific moments of time (momentary DRO) |
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|
Term
| D-21: Give an example of a DRO. |
|
Definition
| reinforcement is provided if Julie did not engage in SIB within 3 minutes time. |
|
|
Term
|
Definition
| reinforce occurrences of a desirable alternative to the problem behavior and witholding reinforcement for the problem behavior |
|
|
Term
| D-21: Give an example of a DRA. |
|
Definition
Asking for one more minute
Sarah shouts out after teacher poses a question to the class. Sarah is only reinforced for raising her hand to a question. |
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Term
|
Definition
| reinforcing behaviors that are incompatible with the problem behavior while witholding reinforcement for the problem behavior |
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|
Term
| D-21: Give an example of a DRI. |
|
Definition
| Kevin engages in out of seat behavior. Teacher reinforces sitting in his seat since that is incompatible with being out of seat. |
|
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Term
|
Definition
| reinforcement is provided for behavior that occurs at or above a previously determined criteria |
|
|
Term
| D-21: Give an example of DRH. |
|
Definition
drinking water
increasing raising hand
folding clothes
Increasing greeting |
|
|
Term
|
Definition
| deliver reinforcement contingent on the number of responses within a period not excedding a predetermined criterion |
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|
Term
| D-21: Give an example of a DRL. |
|
Definition
deliver reinforcement is James greets peers 5 or fewer times during class period
washing hands
call outs |
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|
Term
| D-21: What are the different types of DRL? |
|
Definition
Interval DRL
Spaced- responding DRL
Full session DRL |
|
|
Term
|
Definition
| providing negative reinforcement of the alternative behavior in the form of brief periods of escape from the task and escape extinction for the problem behavior |
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|
Term
| I-01:Why is it important to define in measurable terms? |
|
Definition
You want to use an operational definition of a behavior that is complete enough to allow for multiple observers to be able to identify the behavior without further instruction. Including examples and nonexamples and start/end
Definition should be clear, complete and concise |
|
|
Term
| I-01: What is function-based? |
|
Definition
responses based on common effects on the environment
(why) ABC |
|
|
Term
| I-01: What is topography based? |
|
Definition
instance of behavior by their form/shape
(what) |
|
|
Term
| I-01: Give an example of a operational definition. |
|
Definition
| Pica: any instance of the child putting a non-object/material in their mouth and swallowing that object/material; an instance starts when object is placed in mouth and ends when it is swallowed. Example: ingesting toilet paper, ingesting liquid soap. Non-example: licking toilet paper. |
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|
Term
| I-02: Why is it important to define environmental variables? |
|
Definition
ABC data to know common setting events surround behavior
Antecedent and consequences should be described in clear and definitive terms |
|
|
Term
| I-02: Give an example of an environmental variable. |
|
Definition
There was a demand place
NOT: he was angry |
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|
Term
| I-03: What are some types of assessment one can do? |
|
Definition
| VB-MAPP, Structured ABC, ABLLS-R, functional assessment |
|
|
Term
| I-06: What is a general rule of thumb to use when you are making recommendations for behaviors? |
|
Definition
| Choose behaviors that are likely to produce reinforcement for the client in their natural environment |
|
|
Term
| F-01: What is self-management? |
|
Definition
| the personal application of behavior change tactics that produces a desired improvement in behavior |
|
|
Term
| F-01: What are suggestions for effective self-management programs? |
|
Definition
specify goal
self-monitor the behavior
contrive contingencies
go public
get a partner
evaluate and redesign program as needed |
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|
Term
| F-01: What are the steps of self-management? |
|
Definition
identify a goal
modify the environment
maintain a log
implement positive reinforcement |
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|
Term
| F-01: What are advantages to self-monitoring? |
|
Definition
may allow assessor to access information pertaining to the target behavior that does not occur during observation periods
good for data collection of private events |
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|
Term
| F-01: What are disadvantages of self-monitoring? |
|
Definition
| relying on someone elses data recording |
|
|
Term
| F-01: What is self-report? |
|
Definition
| individual reports on their behavior not in the moment, but later on |
|
|
Term
| F-01: Name 3 benefits of self-management |
|
Definition
promote generalization
people with diverse abilities can learn it
ultimate goal of education
can influence behavior not accessible to other people
person can feel free and good |
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|
Term
| F-01: What are some antecedent-based self-management tactics? |
|
Definition
Manipulate MO
Provide Response Prompt
Remove items necessary for an undesired behavior
Limit undesired behavior to restrcited stimulus condition/setting
Dedicate a specific environment for a desired behavior |
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|
Term
| F-01: Give an example when one might use removing items from the environment as a self-management tactic. |
|
Definition
| To reducing snacking late night, you might want to remove snacks out of the bedroom |
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|
Term
| F-01: Give an example of a response prompt for self-management. |
|
Definition
| Putting an unattractive fat picture of yourself by the ice cream so you wont eat it if youre trying to lose weight |
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Term
| F-01: Give an example of a MO manipulation for self-management. |
|
Definition
| if your trying to lose weight, eat healthy food before a party so you won't eat unhealthy at the party(AO) |
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|
Term
| F-01: What is self-evaluation. |
|
Definition
| comparing performance with a predetermined goal or standard |
|
|
Term
| F-01: Give an example of a self-instruction. |
|
Definition
|
|
Term
| F-01: What is self-instruction? |
|
Definition
| a self-generated verbal response, covert or overt, that function as a response prompt for a desired behavior |
|
|
Term
| F-01: What is self-monitoring? |
|
Definition
a person systematically observes his behavior and records the occurrence or nonoccurence of a target behavior
Taking data on yourself as the behavior occurs |
|
|
Term
| F-01: What is the most common self-management tactic? |
|
Definition
|
|
Term
| F-01: What is a reinforcement trap? |
|
Definition
| immediate but smaller consequences have greater influence on our behavior more than significant outcomes that are delayed |
|
|
Term
| F-01: What are some recommendations for self-administered consequences? |
|
Definition
| small, easy to deliver consequences, easy to meet criterion, eliminate bootleg reinforcement, put someone else in control of reinforcement, keep it simple |
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|
Term
| E-05: What is group contingencies? |
|
Definition
| a common consequence is contingent on the behavior of one member, part of the group or everyone in the group |
|
|
Term
| E-05: What is interdependent group contingency? |
|
Definition
| all members of the group must meet criterion before any member receives the reward. ALL OR NONE |
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|
Term
| E-05: Give an example of interdependent group contingency. |
|
Definition
| Everyone in the classroom gets extra recess time if everyone turns their homework on time. Ethics project. GOOD BEHAVIOR GAME |
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|
Term
| E-05: What are advantages and disadvantages of interdependent group contingency? |
|
Definition
Adv- encourages helping behavior or peer support
DisAdv- if someone engages in appropriate behavior they won't access reinforcement if the whole group doesnt
behavior for good placed on extinction possibly |
|
|
Term
| E-05: Why is interdependent group contingency the best? |
|
Definition
| yokes student to achieve a common goal, thereby capitalizing on peer pressure and group conhesiveness |
|
|
Term
| E-05: What are the 3 group contingencies? |
|
Definition
Dependent
Independent
Interdependent |
|
|
Term
| E-05: What is dependent group contingency? |
|
Definition
the reward for the whole group is dependent on the performance of an individual study or small group
"hero procedure" |
|
|
Term
| E-05: Give an example of dependent group contingencies. |
|
Definition
| everyone in the class gets extra recess time if timmy turns in his homework on time |
|
|
Term
| E-05: What are advantages and disadvantages of dependent group contingencies? |
|
Definition
Adv- could encourage helping/peer support, could use for team building
DisAdv- group pressure, bullying, could deliver bootleg reinforcement to people who had inappropriate behavior |
|
|
Term
| E-05: How can you plan for dependent group contingency so bullying does not occur? |
|
Definition
Only tell Timmy that reinforcement is contingent on him
Make sure goals are attainable
Make it discrete |
|
|
Term
| F-01: What are some limits to self-management? |
|
Definition
Bootleg Reinforcement
Reinforcer is delayed |
|
|
Term
| F-01: What are some ways to make self-management better? |
|
Definition
| Have an accountability partner |
|
|
Term
| E-05: What is independent group contingencies? |
|
Definition
| The contingency is presented to all but reinforcement delivered to only those who meet criterion |
|
|
Term
| E-05: Give an example of independent group contingency. |
|
Definition
| Each student who turns in his homework on time gets extra recess |
|
|
Term
| E-05: What are the advantages and disadvantages of independent group contingency? |
|
Definition
Adv- only contingency where you can be sure that a person correct responding will contact reinforcement
Disadv- maladaptive behaviors if one person doesn’t access reinforcement and they see other people do |
|
|
Term
| E-05: What is the Good Behavior Game? |
|
Definition
| the team with the fewest marks against them at the end of the game will get a reward. Interdependent group contingency. |
|
|
Term
| E-05: What type of group contingency is the Good Behavior Game? |
|
Definition
| Interdependent group contingency |
|
|
Term
| E-05: What is an advantage of the Good Behavior Game? |
|
Definition
| competition can occur within teams, across teams, or against a criterion |
|
|
Term
| E-05: What are some benefits of group contingencies in general? |
|
Definition
Saves time
effective and economical
good for if you need to resolve a problem quickly
peer influence/peer monitoring
positive social interacting/positive behavioral supports within the group |
|
|
Term
| E-05: Give an example of a sport that follows the 3 group contingencies and name them within the sport. |
|
Definition
Soocer
Independent- each persons statistics
Interdependent- the whole game
Dependent- the goalie and the goal kick |
|
|
Term
| E-05: What are ethical considerations for independent group contingency? |
|
Definition
Realistic criteria for everyone
Socialeconomic |
|
|
Term
| E-04: What are the components of a contingency contract? |
|
Definition
| Description of the task, the reward and the task record |
|
|
Term
| E-04: What is a self-contract? |
|
Definition
| a contingency contract that a person makes with herself, incorportating a self-selected task and reward as well as personal monitoring of task completion and self-delivery of the reward |
|
|
Term
| E-04: What is a contingency contract? |
|
Definition
a document that specifies a contingent relationship between the completion of a target behavior and access to or delivery of a specific reward
Specific behavior = specific reward |
|
|
Term
| E-04: How does contracts work? |
|
Definition
Rule-governed behavior
Acts as a response prompt for behavior (visual) |
|
|
Term
| E-04: How can you improve a contract of cleaning your room? |
|
Definition
| Specify the reinforcement time and how long they would need to clean for |
|
|
Term
| FK-31: What is behavioral contingency? |
|
Definition
When a behavior occurs there will be a consequence contingent on it
ABC |
|
|
Term
| What are the 5 basic principles of behavior? |
|
Definition
| Reinforcement, Punishment, Stimulus Control, Motivating Operation, Extinction |
|
|
Term
| FK-41/42: What is the difference between a contingency and a rule? |
|
Definition
They both can control behavior
A rule is a verbal description of a contingency and a contingency is direct experience |
|
|
Term
|
Definition
| A verbal description of a contingency |
|
|
Term
| E-03: What is an instruction? |
|
Definition
| When a rule says something about how we should respond |
|
|
Term
| FK-31: Give an example of a behavioral contingency. |
|
Definition
| When reinforcement is only given contingent on a target behavior |
|
|
Term
| FK-41: What is contingency-shaped behavior? |
|
Definition
| behavior controlled by direct experience with contingencies |
|
|
Term
| FK-41: What is contingency-shaped behavior strengthened by? |
|
Definition
|
|
Term
| FK-41: Give an example of contingency-shaped behavior |
|
Definition
Touching a hot stove
learn to drink coffee when it is cool off rather than steaming |
|
|
Term
| FK-42: What is rule-governed behavior? |
|
Definition
| behavior controlled by verbal statements |
|
|
Term
| FK-41/42: What is the difference between rule vs contingency shaped behavior? |
|
Definition
| Contingency is controlled by direct experience with a contingency and rule is controlled by a verbal statement |
|
|
Term
| FK-42: What is rule-governed behavior controlled by? |
|
Definition
| The history of reinforcement or punishment with following rules |
|
|
Term
| FK-42: Give an example of a rule that will be followed versus one that might not be |
|
Definition
| Police says "don't go this way", you follow the rule not to go that way but if it was a random person you probably wouldn't follow that rule |
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|
Term
| FK-42: Give an example of rule-governed behavior. |
|
Definition
"Don't drink your coffee until it cools off"
Look both ways before crossing a street even though you have never been hit by a car
Fasten your seatbeat even though youve never been in a car accident
Dont smoke cigarettes, it cause cancer |
|
|
Term
| FK-41/42: Give an example of a rule-governed and contingency shaped behavior |
|
Definition
"Don't drink your coffee until it cools off"
But also has been burnt by the coffee for drinking it when it was super hot
Pull the dogs tail and get bite and also "don't pull the dogs tail" because Mom said so |
|
|
Term
| FK-42: How do you build a repertoire of rule following behavior? |
|
Definition
| Reinforce rule following behaviors |
|
|
Term
| FK-42: Name 2 factors of influencing rule following |
|
Definition
truthworthiness of the person giving the rule
probability of consequence being delivered
immediacy of consequence
magnitude/size of consequence |
|
|
Term
| FK-42: What are 2 behavior change procedures that are rule-based? |
|
Definition
If/then statements
Group Contingencies
Contingency Contracts |
|
|
Term
| FK-22: What is extinction? |
|
Definition
| When reinforcement of a previously reinforced behavior is discontinued, as a result, the occurrence of that behavior decreases in the future |
|
|
Term
| D-18: When should you not use extinction? |
|
Definition
Harmful behaviors
All sources of reinforcement cannot be withheld
If you need a rapid reduction in response rate (extinction is not rapid)
Others are likely to imitate the problem behavior |
|
|
Term
| FK-22: What are the types of extinction? |
|
Definition
Escape extinction
Sensory extinction
Planned ignoring (no attention)
Denied access to tangibles extinction |
|
|
Term
| D-18: What are the variables affecting resistance to extinction? |
|
Definition
Intermittent reinforcement
Strength of an MO
Number, magnitude and quality of reinforcement
LOng history of reinforcement
Number of previous extinction trials
Response effort-great effort=diminish quickly |
|
|
Term
| FK-22: Give examples of extinction with children. |
|
Definition
A student engages in tantrums to escape math work, no longer allowing tantrumming to escape homework
Candy previously given following tantrum, so behavior increases. But now, candy is no longer given following tantrums which then decreases tantrums |
|
|
Term
| FK-22: How can you relate extinction to the real world if you are explaining to a parent. |
|
Definition
| Vending Machine not working, you keep trying and trying then eventually you give up |
|
|
Term
| FK-22: Compare and Contrast Operant and Respondent Extinction. |
|
Definition
Both result in a decrease in responding
Operant extinction is witholding reinfrocement of a previously reinforced behavior
Respondent Extinction is no longer pairing the unconditioned stimulus with the conditioned stimulus which then no longer elicits the conditioned response |
|
|
Term
| D-18: Given an everyday example of extinction |
|
Definition
| Cat stepping on my laptop when he wants attention and to be petted. Withholding reinforcement for stepping on my laptop |
|
|
Term
| FK-22: What is respondent extinction? |
|
Definition
| Repeatedly presenting a conditioned stimulus without the unconditioned stimulus until the conditioned stimulus no longer elicits the conditioned response |
|
|
Term
| FK-22: What is operant extinction? |
|
Definition
| Discontinuing reinforcement of a previously reinforced behavior. |
|
|
Term
| FK-22: Give an example of respondent extinction. |
|
Definition
| Repeatedly presenting the bell with no food |
|
|
Term
| FK-33: What is a functional relation? |
|
Definition
| The manipulations of the independent variable reliably and repeatedly produce changes in the dependent variable |
|
|
Term
| FK-33: Give an example of a functional relation. |
|
Definition
| FA shows that providing social attention contingent on stereotypy produces a marked increase in the intensity and frequency of stereotypic behavior |
|
|
Term
| FK-33: What dimension is a functional relation apart of ? |
|
Definition
|
|
Term
| FK-33: How do you arrange a functional relation? |
|
Definition
Manipulate the IV to no IV
apply then withdraw the IV
Vary level of IV |
|
|
Term
| F-07: What is functional communication training? |
|
Definition
| Establishes reinforcement for an appropriate communicative behavior that is functionally equivalent with problem behavior |
|
|
Term
| F-07: What type of procedure is FCT? |
|
Definition
Differential Reinforcement- reinforcement for appropriate responses and extinction for problem behavior
DRA |
|
|
Term
| F-07: Give an example of FCT. |
|
Definition
| Bradley would punch, kick, and bang his head against the refrigerator when he wanted a snack. This method was working for him, as his mother would always run to him when he did this, and gave him a snack. Using FCT, Bradley’s therapist replaced this method of communication with a system in which he could bring magnetic food PECs that were kept on the refrigerator door to his mother to request what he wanted. Bradley soon learned that only his bringing a PEC card to his mother would get him the snack he wanted. |
|
|
Term
| F-07: What kind of arrangements can you use FCT? |
|
Definition
|
|
Term
| F-08: What are examples of augmentative communication systems? |
|
Definition
PECS
Speech generating devices |
|
|
Term
| F-08: What are some AAC considerations? |
|
Definition
Type of device
Device vs sign language
Cost |
|
|
Term
| What are the 3 elements of informed consent? |
|
Definition
Capacity
Voluntary
Knowledge |
|
|
Term
| What is informed consent? |
|
Definition
| receipt of services/participants gives explicit permission before any assessment or treatment is provided |
|
|
Term
| What is surrogate consent? |
|
Definition
| Another individual-surrogate- is authorized to make decisions for a person deem incompetent |
|
|
Term
|
Definition
| information of someone receiving service is not being release unless authorized to do so |
|
|
Term
| What is guardian consent? |
|
Definition
| An individual or organization, named by order of the court to exercise any or all powers and rights over the person and/or estate of an individual |
|
|
Term
| What are limits to confidentiality? |
|
Definition
Abuse
Payment
Harm to oneself
Court Order
Crisis |
|
|
Term
| How do you maintain confidentiality? |
|
Definition
Store in locked file cabinet
Keep for 7 years
HIPAA |
|
|
Term
| FK-01: What is the lawfulness of behavior? |
|
Definition
| The universe is a logical and orderly place and all phenomena occur as a result of other events |
|
|
Term
| FK-01: What is the foundation of behaviorism? |
|
Definition
|
|
Term
| FK-02: What is selectionism? |
|
Definition
| All forms of life evolve as a result of selection with respect to function. |
|
|
Term
| FK-02: What are the 3 levels of selectionism? |
|
Definition
|
|
Term
|
Definition
| Developmental history of an individual |
|
|
Term
| FK-02: What is phylogeny? |
|
Definition
| Natural selection in the evolutionary history of the species |
|
|
Term
| FK-02: Give an example of ontogeny. |
|
Definition
| Aggressing to get access to a toy |
|
|
Term
| FK-02: Give an example of phylogeny. |
|
Definition
Blinking in response to bright light
Running away from predators
Reflexes
Flinching
Saliviating when we smell food |
|
|
Term
| FK-02: Compare and Contrast ontogeny and phylogeny. |
|
Definition
They are both selections
Ontogeny focuses on an individuals lifetime
Phylogeny focuses on evolution and the natural selection |
|
|
Term
|
Definition
| The experimenter must demonstrate a functional relation. Decisions based on data |
|
|
Term
| D-01: What are other characteristics of ABA? |
|
Definition
Accountable
Public
Doable
Empowering
Optimistic |
|
|
Term
|
Definition
| A systematic approach to understanding natural phenomena |
|
|
Term
| What are the 3 purposes of science? |
|
Definition
| Description, Prediction and Control |
|
|
Term
|
Definition
| A collection of facts about the observed event that can be quantified, classifed and examined? |
|
|
Term
| What purpose of science gives us a hypothesis? |
|
Definition
|
|
Term
|
Definition
| When repeated observations reveal that two events consistently covary with each other |
|
|
Term
| What purpose of science gives us a correlation? |
|
Definition
|
|
Term
|
Definition
| Functional relation- the changes in the DV is reliably produced by manipulation of the IV and not due to confounding variables |
|
|
Term
| What is the highest level of science which also gives us a functional relation? |
|
Definition
|
|
Term
| FK-03: What is Determinism? |
|
Definition
| The universe is lawful and orderly place and all phenomena occur as a result of other events. not willy nilly |
|
|
Term
| FK-03: Give an example of Determinism? |
|
Definition
| You got a good grade because you studied for 3 hours |
|
|
Term
| FK-03: What is Empiricism? |
|
Definition
| Objective Observation of the phenomena of interest |
|
|
Term
| FK-03: Give an example of Empiricism. |
|
Definition
| He was shaking his leg and moving out of his seat |
|
|
Term
| FK-03: What is parsimony? |
|
Definition
| ruling out simple, logical explanations before considering complex/abstract explanations |
|
|
Term
| FK-03: Give an example and nonexmaple of parsimony. |
|
Definition
Ex: Chewing on fork because he is hungry
Nonex: Chewing on fork because he has anxiety |
|
|
Term
| FK-06: What is Pragmatism |
|
Definition
|
|
Term
| What are the attitudes of science? |
|
Definition
DEERPP
Determinism
Empiricism
Experimentation
Replication
Parsimony
Philosophic Doubt |
|
|
Term
|
Definition
| Use experiments to demonstrate a functional relation |
|
|
Term
| What is Philosophic Doubt? |
|
Definition
| Scientist need to question the truthfulness of what is regarded as fact |
|
|
Term
|
Definition
| Repeating the experiment or IV to determine the usefulness of the experiment |
|
|
Term
|
Definition
The selection for behavior patterns (practices, traditions, rituals) of groups of human beings .
Social norms |
|
|
Term
| FK-02: Give an example of cultural. |
|
Definition
Eating on the floor
Accents
Clothing |
|
|
Term
| FK-07: Why is it important to use environmental as opposed to mentalistic explanations of behavior. |
|
Definition
| You need to know the ABC's |
|
|
Term
| FK-07: Give an example of an environmental approach to behavior and a mentalistic approach to behavior. |
|
Definition
SIB because of the presentation of a demand, demand removed (ABC)
SIB because student is mad (mentalistic) |
|
|
Term
| FK-08: What is radical behaviorism? |
|
Definition
| analysis of behavior that studies private events (through correlates) and public events |
|
|
Term
| FK-08: What is menthological behaviorism? |
|
Definition
| Analysis of behavior that studies only public events |
|
|
Term
| FK-09: What are the 4 domains of behavior analysis? |
|
Definition
Behaviorism
Experimental analysis of behavior
Applied Behavior Analysis
Behavior Service Devliery |
|
|
Term
| FK-09: What is Behaviorism? |
|
Definition
| The philosophy of the science of behavior, thereotical foundaitons |
|
|
Term
| FK-09: Give an example of Behaviorism. |
|
Definition
| Definitions of Reinforcement |
|
|
Term
|
Definition
Basic research
Clarify basic principles of behavior
Behavior and functional relation |
|
|
Term
| FK-09: Give an example of EAB. |
|
Definition
| Testing schedules of reinforcement on a a rat in an operant chamber |
|
|
Term
|
Definition
Applied Research
The use of studying socially significant behaviors
Social significant behaviors and functional relation |
|
|
Term
| FK-09: Give an example of ABA. |
|
Definition
| Using positive reinforcement to increase the frequency of cleaning up |
|
|
Term
| FK-09: What is Behavior Service Delivery? |
|
Definition
Professional Practice
Help a speicifc situation or person through design, implementation and evaluation |
|
|
Term
| FK-09: Give an example of behavior service delivery. |
|
Definition
| Using reinforcement with a child to teach them to mand to their parents and family |
|
|
Term
| What are the 6 attitudes of science? Pick one and describe it |
|
Definition
DEERPP
Empiricism- using objective observations |
|
|
Term
| FK-08: Is sleep patterns affecting stress level radical or methodological behaviorism? |
|
Definition
| Radical because sleep is observable but stress is a private event |
|
|
Term
| Give an example of a book that falls under the conceptual analysis of behavior (behaviorism). |
|
Definition
7 Dimensions book by Baer, Wolfe, Risley
Verbal Behavior book
Why BA should be studying anxiety
No experiments |
|
|
Term
| FK-01: What does it mean if a behavior is not lawful? |
|
Definition
| Changes in behavior not due to a cause |
|
|
Term
| FK-01: Give an example of not lawful example. |
|
Definition
| Pigeon doesn't want to peck because it wants to make the experimenter made |
|
|
Term
|
Definition
Both want to demonstrate a functional relation, both researches
ABA- socially significant
EAB- behavior itself, arbituary |
|
|
Term
| F-02: What is a token economy? |
|
Definition
| A system of generalized conditioned reinforcers |
|
|
Term
| F-02: What is a generalized conditioned reinforcer? |
|
Definition
| A conditioned reinforcer that has been paired with many unconditioned and conditioned reinforcers and does not depend on the current EO for its reinforcement effectiveness |
|
|
Term
| F-02: Give an example of a generalized reinforcer. |
|
Definition
|
|
Term
| F-02: What is a backup reinforcer? |
|
Definition
| A reinforcer paired with a conditioned reinforcer or generalized conditioned reinforcer |
|
|
Term
| F-02: What are the components of a token economy? |
|
Definition
A list of target behaviors
Tokens
A menu of backup reinforcers |
|
|
Term
| F-02: What is a levels system? |
|
Definition
| A type of token economy in which participants move up or down a hierachy contingent on meeting a specific performance criteria |
|
|
Term
| F-02: What are the benefits to a token economy? |
|
Definition
Bridge the time gap between a behavior and a reinforcer
Easy to manage motivation
Immediately reinforcing a behavior |
|
|
Term
| F-02: What are disadvantages to a token economy? |
|
Definition
Intrusive
Time consuming/Resource Heavy
Cumbersome if multiple kids are on a token economy |
|
|
Term
| FK-09: Assessing finger tapping is which branch of behavior? |
|
Definition
|
|
Term
| E-11: Explain the pairing procedure to establish new reinforcers and punishers. |
|
Definition
Pairing a neutral stimulus with a reinforcer which then makes it a conditioned reinforcer
NS+ reinforcer -> CR
praise + smiles, tickles ->CR |
|
|
Term
| E-11: Give an example of a pairing procedure to establish a new reinforcer. |
|
Definition
NS+ reinforcer -> CR
praise + smiles, tickles ->CR |
|
|
Term
| F-02: Why are tokens better than a FR10? |
|
Definition
Tokens are always reinforcing, do not depend on a deprivation state, you wont satiated over tokens, immediately reinforcing a behavior
With a FR10 youre not going to work until you're hungry again |
|
|
Term
| F-02: How is a token a generalized conditioned reinforcer? |
|
Definition
| A system of acquisiton and exchange of backup reinforcer |
|
|
Term
|
Definition
| differential reinforcement of successive approximations towards a terminal behavior |
|
|
Term
| D-05: What are the behavioral principles of shaping? |
|
Definition
| Reinforcement and extinction |
|
|
Term
| D-05: What is shaping within a response topography and give an example. |
|
Definition
Form of the behavior constant, another measurable dimension is changed
Ex; throwing a life perserver further
Tolerating medical equipment |
|
|
Term
| D-05: Give a basic example of shaping. |
|
Definition
Shaping a dog to give a handshake
First sitting is reinforced
Then shaking is reinforced and sitting is put on extinction |
|
|
Term
| D-05: What is shaping across response topography and give an example. |
|
Definition
Form changes, behavior is still apart of the same response class
Ex; speaking, saying "g" -> "gum" -> "gum please |
|
|
Term
| D-05: Compare and contrast shaping vs stimulus fading |
|
Definition
Both change behavior gradually
In shaping the antecedent stimulus is the same and the response is different
In stimulus fading, the antecedent stimulus changes and the response is the same |
|
|
Term
| D-05: What are some advantages and disadvantages of shaping? |
|
Definition
Adv- teaches new behaviors, positive approach to teaching
DisAdv- time consuming, progress can be erratic, requires a skillful trainer, can be misapplied, harmful behaviors can be shaped |
|
|
Term
| D-18: Why would you not want to use extinction by itself? |
|
Definition
You need to have an alternative behavior
You would a worse extinction burst if there is no alternative behavior
The state of deprivation will increase |
|
|
Term
|
Definition
| type of response prompt. Engaging in/demonstrating the target response for an individual. |
|
|
Term
|
Definition
| Engaging in the behavior that was just modeled with point to point correspondence and Formal similarity to the modeled response |
|
|
Term
| I-07: What are 3 ways of conducting a preference assessment? |
|
Definition
Ask
Free-operant
Trial-based |
|
|
Term
| I-07: What is a preference assessment? |
|
Definition
| Conducted to identify potential reinforcers |
|
|
Term
| I-07: What is a paired stimulus (forced-choice)? |
|
Definition
| in a counterbalanced order, present 2 items at a time. After selection, allow access. Measure the % of opportunities chosen |
|
|
Term
| I-07: What is an interview (RAISD)? |
|
Definition
| Sitting with the significant others, asking questions and making a list based on answers |
|
|
Term
| I-07: What is a single stimulus? |
|
Definition
| Place objects one at a time in front of the individual. Measure duration of engagement |
|
|
Term
| I-07: What is a multiple stimulus with replacement? |
|
Definition
| Present an array of 6 stimuli. After selection, allow access, then return to array. Measure % of opportunities chosen |
|
|
Term
| I-07: What is direct observation? |
|
Definition
| Bring the individual into a room baited with a variety of stimuli. Measure duration |
|
|
Term
| I-07: What is a multiple stimulus without replacement? |
|
Definition
| Present an array of 6 stimuli. After selection, allow access, then don't return to array. measure the order of opportunity chosen |
|
|
Term
| I-07: What are advantages and disadvantages of a single stimulus? |
|
Definition
Adv- no scanning requires, easy data analysis
Disadv- no clear ranking, poor differentiation |
|
|
Term
| I-07: What are advantages and disadvantages of a MSWO? |
|
Definition
Adv- short duration, clear ranking, good predictive validity
Disadv- may evoke problem behavior if they no longer have any more preferred stimuli, requires robust scanning and choices |
|
|
Term
| I-07: What are advantages and disadvantages of an Interview? |
|
Definition
Adv-minimal time, good first step before a formal observation
DisAdv- parents may be wrong, no ranking, no direct contact |
|
|
Term
| I-07: What are advantages and disadvantages of direct observation? |
|
Definition
Adv- simple to set up, easy to collect data, few problem behavior
Disadv- requires scanning, no clear ranking, satiation |
|
|
Term
| I-07: What are advantages and disadvantages of a paired stimulus? |
|
Definition
Adv- clear ranking, good predictive validity
Disadv- long duration, requires scanning adn choice-making, may evoke problem behavior |
|
|
Term
| I-07: What are advantages and disadvantages of a MSW? |
|
Definition
Adv- short duration, good predictive validity
DisAdv- may only interact with 1 stimuli, requires robust scanning and choices, less consistent than forced choice |
|
|
Term
| Model is _______. Imitation is _______ following my model. |
|
Definition
| my behavior; your behavior |
|
|
Term
| What is an in-the-moment reinforcer analysis? |
|
Definition
| when a learner's response is followed immediately by the presentation of a stimulus change and the effect is noted on increases in the future occurrence of similar responses |
|
|
Term
| What is a multiple schedule reinforcer assessment? |
|
Definition
| Reinforcers are delivered for the same behavior, one the same schedule but at different times |
|
|
Term
| What is a concurrent schedule reinforcer assessment? |
|
Definition
| Pit two stimuli against each other to see which will produce the larger increase in responding when presented as a consequence for responding |
|
|
Term
| Give an example of a concurrent schedule of reinforcer assessment. |
|
Definition
| One button is paw patrol, the other is a squishy ball . If you press a button, you get that consequence and see how many button presses in 5 minutes |
|
|
Term
| Give an example of a multiple schedule reinforcer assessment. |
|
Definition
During this condition, you get X during morning play period.
During the other condition you get X during afternoon play period. |
|
|
Term
| What is a reinforcer assessment? |
|
Definition
| Presenting stimuli from a preference assessment contingent on behavior and measuring whether the stimuli is effective as a reinforcer and measure the future effects on the rate of responding. |
|
|
Term
| What are the different types of reinforcer assessments? |
|
Definition
In the momement reinforcer analysis
Concurrent schedule
Multiple schedule
Progress-ratio schedule |
|
|
Term
| What is a progressive ratio schedule reinforcer assessment? |
|
Definition
| Increasing the ratio requirement until their is a breaking point |
|
|
Term
| Give an example of a progressive ratio schedule. |
|
Definition
For paw patrol, kid stops at a FR1.
For squishy ball, kid stops at a FR6 |
|
|
Term
| Give an example of a in-the-moment schedule. |
|
Definition
Wenbo's tokens.
Touching the dot and receiving reinforcement contingent upon dot touching and measuring how many dot touches within a set amount of time |
|
|
Term
|
Definition
Increase response variability
Reinforcing contingent on a response differing from the previous response |
|
|
Term
| Give an example of a lag schedule. |
|
Definition
| Reinforcing "hi" then "hey there" then "hello" |
|
|
Term
| I-07: Name 3 trial based preference assessments |
|
Definition
MSWO
MSW
Single Stimulus
Paired Stimulus |
|
|
Term
| F-02: Explain why tokens may not be reinforcing |
|
Definition
May not be a generalized conditioned reinforcer
May not have been paired with enough reinforcers |
|
|
Term
| Why might you not want to use a new skill for a reinforcer assessment? |
|
Definition
| Will have confounding variables |
|
|
Term
|
Definition
| methods for linking specific sequences of stimuli and responses to form new performances |
|
|
Term
| D-06: What is total task chaining? |
|
Definition
| Teaching components by presenting the whole chain each time and teaching each step during each presentation and prompting |
|
|
Term
| D-06: When should you use total task? |
|
Definition
| If the learner is independent throughout the chain during baseline |
|
|
Term
| D-06: What is forward chaining? |
|
Definition
| Teaching the component one step at a time starting with the first- behaviors taught in their naturally occurring order |
|
|
Term
| D-06: When should you use a forward chain? |
|
Definition
| If the learner can independently complete steps at the beginning chain during baseline |
|
|
Term
| D-06: Name advantages and disadvantages of forward chains. |
|
Definition
Adv- used to link smaller chains into larger ones, easy, can be combined with with other behavior change procedures
Disadv- can lead to extinction if not practicing all steps, can hamper with progress |
|
|
Term
| D-06: How can you mitigate with the disadvantages of forward chains? |
|
Definition
|
|
Term
| D-06: What is a backwards chain? |
|
Definition
| Teaching the components one step at a time starting with the last step |
|
|
Term
| D-06: When should you use a backwards chain? |
|
Definition
| If the learner can independently complete steps at the end of the chain during baseline or if the outcome of the chain is a potent reinforcer |
|
|
Term
| D-06 Compare and contrast Chaining and shaping |
|
Definition
Both establish new behaviors
In shaping, always move forward and old things on extinction, chain goes through the whole sequence |
|
|
Term
| D-07: What is a task analysis? |
|
Definition
| Breaking a complex skill into smaller teachable units |
|
|
Term
| D-07: How do you create a task analysis? |
|
Definition
Do it yourself
Get someone else to complete it
Consult the literature |
|
|
Term
| D-07: How do you assess mastery of a task analysis? |
|
Definition
Single-opportunity (correct sequence)
Multiple-opportunity (across all behaviors) |
|
|
Term
| D-07: Explain a task analysis and a chain. |
|
Definition
A TA how you teach a chain/breakdown of a chain
Chain is a combination of various responses together |
|
|
Term
| D-06: What are the different types of chains? |
|
Definition
Backwards
Forward
Total Task |
|
|
Term
| D-06: When would you wan to use chaining? |
|
Definition
| When you want to teach a complex skill |
|
|
Term
| F-06: What is incidental teaching? |
|
Definition
| structured learning opportunities in the natural environment by using the child's interest and natural motivation |
|
|
Term
| F-06: Give an example of incidental teaching. |
|
Definition
mand for what they want (help,toy, food)
tact |
|
|
Term
| F-06: What are advantages and disadvantages of incidental teaching. |
|
Definition
Adv- more functional in the natural setting, no additional materials needed, more likely to generalize
Disadv- fewer learning trials than DTT, teacher may have hard time contriving teachable moments |
|
|
Term
| F-06: What type of consequences are used during incidental teaching? |
|
Definition
| Reinforcer that are tied to an MO |
|
|
Term
|
Definition
| a physical or verbal stimulus used to evoke a response |
|
|
Term
| D-03: What is a response prompt? |
|
Definition
| operates directly on a response to cue a correct response |
|
|
Term
| D-03: Give an example of a response prompt |
|
Definition
| verbal instruction, physical guidance, modeling |
|
|
Term
| D-03: What is a stimulus prompt? |
|
Definition
| operates directly on an antecedent stimuli to cue correct response with an Sd |
|
|
Term
| D-03: Give an example of a stimulus prompt. |
|
Definition
Movement, redundancy, position
superimposition, stimulus shaping, stimulus fading, within stimulus prompt, extra stimulus prompt |
|
|
Term
| D-03: How do you fade a prompt? |
|
Definition
| Decreasing the intrusiveness of the prompt so that the individual can perform the skill independently |
|
|
Term
| D-03: Give examples of prompt fading. |
|
Definition
| most to least, least to most |
|
|
Term
| D-03: Compare and contrast stimulus and response prompts. |
|
Definition
Both used to evoke a respone
Stimulus prompt operate on the antecedent stimulus with the Sd
Response prompt operates on the response |
|
|
Term
| D-03: What is the rationale for prompt fading? |
|
Definition
to increase quality of life
to increase independence
transfer stimulus control to the natural SD |
|
|
Term
| D-08: What is a discrete trial? |
|
Definition
the response can only be reinforced when the Sd is presented and the opportunity to respond is available
each trial has a discrete beginning and end |
|
|
Term
| D-08: What type of reinforcement is provided for discrete trial? |
|
Definition
|
|
Term
| D-08: What is free-operant? |
|
Definition
| a behavior that can occur at any time, not dependent on a Sd, and it can produce a wide range of responses |
|
|
Term
| D-08: Give an example of a free-operant. |
|
Definition
| number of words read during a 1 minute counting period |
|
|
Term
| D-08: Contrast free operant and discrete trial. |
|
Definition
Free-operant is free to occur whenever, no Sd, tied to the MO
Discrete trials is controlled by an Sd |
|
|
Term
| D-08: What are the measurable dimensions in Discrete trial? |
|
Definition
|
|
Term
| D-08: What are the measurable dimensions in free operant? |
|
Definition
|
|
Term
| D-08: Name a behavior that free operant would be ideal and one that discrete trial would be ideal. |
|
Definition
Free-operant: Manding for a toy
Discrete Trial: running a match to sample program |
|
|
Term
| D-08: Who controls a discrete trial? |
|
Definition
|
|
Term
| D-08: Who controls a free-operant? |
|
Definition
|
|
Term
| D-08: What is an advantage of discrete trial? |
|
Definition
|
|
Term
| D-08: What is an advantage of free-operant? |
|
Definition
better quality trials
learner can emit behavior whenever they are motivated |
|
|
Term
| D-08: What experimental design can we use for free-operant behaviors? |
|
Definition
|
|
Term
| D-08: What experimental design can we use for discrete trial? |
|
Definition
|
|
Term
| FK-21: Graph and explain variable interval. |
|
Definition
Low to moderate responding
No post reinforcement pause
Very consistent response consistenty |
|
|
Term
| FK-21: Graph and explain Fixed Ratio |
|
Definition
High response rate
post reinforcement pause
step-wise pattern |
|
|
Term
| FK-21: What is variable interval? |
|
Definition
| reinforcement for the first correct response following the elapse of variable duration of time |
|
|
Term
| Fk-21: Graph and explain fixed interval |
|
Definition
Low to moderate response rate
post reinforcement pause
response rate increase at the end of the interval
producing a scallop effect |
|
|
Term
| FK-21: Graph and explain variable ratio |
|
Definition
High response rate
No post reinforcement pause
Response consistency is very consistent |
|
|
Term
| FK-21: Give an everyday example of a variable interval |
|
Definition
|
|
Term
| FK-21: Give an example of variable interval. |
|
Definition
| delivering food pellet to a rat after the first bar press following a one-minute interval, a second pellet for the first response following a five minute interval, and a third pellet for the first response following a 3 minute interval |
|
|
Term
| FK-21: What is a fixed ratio? |
|
Definition
| reinforcement follows a fixed number of responses |
|
|
Term
| FK-21: Give an example of a fixed ratio |
|
Definition
| delivering food pellet to a rat after it presses a bar five times |
|
|
Term
| FK-21: What is a fixed interval? |
|
Definition
| reinforcement follows the first response after a fixed amount of time has elapsed |
|
|
Term
| FK-21: Give an example of a fixed interval |
|
Definition
| reinforcing a rat with a food pellet for the first bar press after a 30-second interval has elapsed |
|
|
Term
| FK-21: What is a variable ratio? |
|
Definition
| reinforcement follows a variable number of responses |
|
|
Term
| FK-21: Give an everyday example of a variable ratio |
|
Definition
Slot machines- player cannot predict the next pay off
Awards
Good grades
Promotions |
|
|
Term
| FK-21: Give an example of a variable ratio |
|
Definition
| delivering food pellets to a rat after one bar press, again after four bar presses, and then again after two bar presses |
|
|
Term
| FK-21: What is intermittent schedule of reinforcement? |
|
Definition
| Some but not all occurrence of the behavior are reinforced |
|
|
Term
| FK-21: What type of behaviors do you want to use for intermittent schedules of reinforcement? |
|
Definition
| Established behaviors during maintenance |
|
|
Term
| FK-21: What is a schedule of reinforcement? |
|
Definition
| a rule that describes a contingency of reinforcement, the environmental arrangements that determine conditions by which behavior will produce reinforcement |
|
|
Term
| FK-21: What is schedule thinning? |
|
Definition
| thin an existing schedule by gradually increasing the response ratio or the duration of the time interval |
|
|
Term
| FK-21: What is a limited hold? |
|
Definition
| Constraint on the amount of time reinforcement is available following the elapse of an interval |
|
|
Term
| FK-21: Give an example of a limited hold |
|
Definition
| FI 5m with a 30 second hold- reinforcement is available during that time to emit the first response |
|
|
Term
| FK-21: What is a ratio strain? |
|
Definition
| results from increasing the ratio requirement too quickly |
|
|
Term
| FK-21: Give an example of a ratio strain |
|
Definition
| Moving from a FR1 to a VR15 |
|
|
Term
| FK-21: Give an example of a FI scallop in the real world |
|
Definition
cramming for a midterm/final
college paper- usually rush to do it when its closer to the deadlines |
|
|
Term
| FK-21: What is a progressive ratio schedule of reinforcement> |
|
Definition
| Ratios are increased to "breaking point" when the participant stops responding |
|
|
Term
| FK-21: What is continuous reinforcement? |
|
Definition
| provide reinforcement for each occurrence of behavior |
|
|
Term
| FK-21: What type of behaviors do you want to use for continuous reinforcement? |
|
Definition
|
|
Term
| FK-21: What type of schedule produces a post-reinforcement pause? |
|
Definition
|
|
Term
| FK-21: What influences the post reinforcement pause? |
|
Definition
size of the ratio' large ratio requirement=long pause
reinforcement magnitude; lower R+ magnitude=large pause
MO
reinforcer quality
history of reinforcement |
|
|
Term
| FK-21: What is a post reinforcement pause? |
|
Definition
cessation (no responding) following a delivery of a reinforcer
Due to the response effort required of the next sequence |
|
|
Term
| FK-21: Why does the variable schedule not have a post reinforcement pause? |
|
Definition
| absence of information about when the next response will produce reinforcement so continue to response |
|
|
Term
| FK-21: Why does an FI schedule produce a characteristic pause and scallop effect? |
|
Definition
| participants learn to discriminate the elapse time |
|
|
Term
| FK-21: What are the schedules of reinforcement? |
|
Definition
Fixed ratio
Fixed interval
Variable ratio
Variable interval |
|
|
Term
| FK-13: What is a reflexive relation? |
|
Definition
When an unconditioned stimulus elicits an unconditioned response
untrained |
|
|
Term
| FK-13: Give an example of a US->UR |
|
Definition
doctor hit knee with hammer -> knee jerk
Food -> salivation
touch to cornea -> eye blink |
|
|
Term
| FK-14: What is respondent conditioning? |
|
Definition
| a stimulus-stimulus pairing procedure in which a neutral stimulus is presented with a unconditioned stimulus until the neutral stimulus becomes a conditioned stimulus that elicits a conditioned response |
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|
Term
| FK-15: What is operant conditioning? |
|
Definition
| selection of behavior by itself consequences |
|
|
Term
| FK-15: What is operant behavior? |
|
Definition
any behavior that is determined by its history of consequences
S-> R-> S |
|
|
Term
| FK-14: What is respondent behavior? |
|
Definition
| behavior that is elicited by antecedent stimuli |
|
|
Term
| FK-14: Give an example of respondent behavior |
|
Definition
| bright light in eyes (antecedent stimuli) will elicit pupil contraction (respondent) |
|
|
Term
| FK-15: Give an example of operant behavior |
|
Definition
| talking, walking, playing the piano |
|
|
Term
| FK-15: Give an example of operant conditioning |
|
Definition
| crying results in mom picking up baby. so baby is more likely to cry in the future when it wants to be picked up |
|
|
Term
|
Definition
| stimulus-response relation with no learning |
|
|
Term
| FK-14: Example the respondent conditioning paradigm |
|
Definition
US -> UR
NS + US -> UR
repeated pairing
CS -> CR
food (us) -> salivation (ur)
bell (ns) + food (us) -> salivation (ur)
repeated pairing
bell (cs) -> salivation (cs) |
|
|
Term
| FK-14: What is respondent discrimination? |
|
Definition
| the tendency not to make similar responses to the same stimulus |
|
|
Term
| FK-14: What is habituation and give an example |
|
Definition
gradually diminishing response strength
keep hearing loud sound, you'll eventually habituate to it |
|
|
Term
| FK-16: Give an example of a respondent-operant interaction |
|
Definition
Spider elicits fear
Running away from spider is the operant
Heating up food in the microwave. Microwave beeps (NS and SD). You salivate when the microwave beeps (CR). |
|
|
Term
| FK-17: What is unconditioned reinforcement? |
|
Definition
| stimulus change that increases the future frequency of a behavior without a learning history |
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|
Term
| FK-17: Give an example of a unconditioned reinforcer |
|
Definition
| water, food, sleep, oxygen, temperature |
|
|
Term
| FK-18: Give an example of a conditioned reinforcer. |
|
Definition
|
|
Term
| FK-18: What is a conditioned reinforcer? |
|
Definition
| previously neutral stimulus that increases the future frequency of a behavior with prior pairing with one or more reinforcers |
|
|
Term
| What is a positive reinforcer? |
|
Definition
| a stimulus presented as a consequence and is responsible for the subsequent increase in responding |
|
|
Term
| FK-17/18: Compare and contrast unconditioned reinforcer and conditioned reinforcer |
|
Definition
Both increase the future frequency of a behavior
Conditioned has prior pairing with a reinforcer
unconditioned is unlearned and has no prior pairing |
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|
Term
| FK-19: What is unconditioned punishment? |
|
Definition
| a stimulus change that decreases the future frequency of a behavior without prior pairing |
|
|
Term
| FK-19: Give an example of a unconditioned punisher |
|
Definition
|
|
Term
| FK-20: What is a conditioned punisher? |
|
Definition
| previously neutral stimulus that functions as a punisher because of pairing with one or more punishers |
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|
Term
| FK-20: Give an example of a conditioned punisher |
|
Definition
scolding being paired with hitting
buzzer sound paired with shock |
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|
Term
| FK-20: Compare and contrast conditioned and unconditioned punisher |
|
Definition
Both decrease the future frequency of a behavior
Unconditioned has no prior pairing
Conditioned is paired with a punisher |
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|
Term
| FK-23: What is automatic punishment? |
|
Definition
| punishment with no social mediation |
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|
Term
| FK-23: Give an example of automatic punishment |
|
Definition
| you aren't wearing shoes and step on a nail; decreases the future frequency of walking around without shoes |
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|
Term
| FK-23: What is automatic reinforcement? |
|
Definition
| reinforcement with no social mediation |
|
|
Term
| FK-23: Give an example of automatic reinforcement |
|
Definition
scratching your itch
stereotypy
nail biting |
|
|
Term
| Give an example of automatic reinforcement, positive reinforcement and negative reinforcement |
|
Definition
scratching your itch
getting tickles whenever child ask for tickles'
turning off alarm in the morning |
|
|
Term
| Fk-24: What is stimulus control? |
|
Definition
| when the presence of a stimulus (Sd) alters a behavior more than its absence |
|
|
Term
| FK-24: What dimensions does stimulus control alter? |
|
Definition
| rate, latency, duration, magnitude |
|
|
Term
| FK-24: Give an example of stimulus control. |
|
Definition
| We only pick up the phone and say "hello" when the phone rings, not all the time |
|
|
Term
| What is faulty stimulus control? |
|
Definition
| when a behavior comes under the restricted control of an irrelevant antecedent stimulus |
|
|
Term
| What is setting/situation generalization? |
|
Definition
| the learner emits the target response in a setting or situation that is different from the instructional setting/situation |
|
|
Term
| FK-35: What is stimulus discrimination? |
|
Definition
| responses are reinforced in the presence of the SD but not the s-delta |
|
|
Term
| FK-35: Give an example of stimulus discrimination |
|
Definition
Calling your dad, "dad" because that has been reinforced, but not all men (not reinforced)
four legged animals evoked dog but then taught that it could be a horse, cat |
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|
Term
| FK-36: What is response generalization? |
|
Definition
| the learner emits untrained responses that are functionally equivalent to a trained target response |
|
|
Term
| FK-36: Give an example of response generalization |
|
Definition
taught to remove weeds with a long weed tool. But never taught, she removes weeds with her bare hands
learning how to flip a switch on a lamp to turn the light on. When presented with a different type of lamp, knows how to look for a switch without being trained |
|
|
Term
| FK-37: What is stimulus generalization? |
|
Definition
| responding in the presence of stimuli sharing common features as the trained stimuli |
|
|
Term
| FK-37: Give an example of stimulus generalization |
|
Definition
toddler calling all 4 legged animals dogs
baby calling all men with a beard "dad" |
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|
Term
| FK-35: How do you train stimulus discrimination? |
|
Definition
Match to sample
Discrimination training |
|
|
Term
| FK-35: Generalization vs Discrimination on control |
|
Definition
Generalization has loose control
Discrimination has tight control |
|
|
Term
| FK-36/37: Give some example of tactics used to promote generalization |
|
Definition
Teaching loosely
Programming common stimuli (stim gen)
Multiple exemplar training (stim/response gen)
General case analysis (stim/response gen)
lag schedule of reinforcement (response gen) |
|
|
Term
|
Definition
| behaviors under different, non-trained conditions (subjects, people, behaviors, settings, time) |
|
|
Term
| FK-26: What is an unconditioned motivating operation? |
|
Definition
| motivating operation whose value-altering effect is not due to a learning history |
|
|
Term
| FK-26: Give an example of a unconditioned motivating operation. |
|
Definition
| hunger, lack of sleep, pain |
|
|
Term
| What is a conditioned motivating operation? |
|
Definition
| motivation operation whose value altering effect dependent on a learning history |
|
|
Term
| Give an example of a conditioned motivating operation |
|
Definition
| having to open a locked door make having keys more effective as a reinforcer, and evokes behaviors that have obtained keys in the past |
|
|
Term
| What is a motivating operation? |
|
Definition
| any environmental variable that momentarily alters that effectiveness of a reinforcer and the current frequency |
|
|
Term
| What are 2 effects of an MO? |
|
Definition
value altering (unlearned)
behavior altering (learned) |
|
|
Term
| What is a value-altering effect? |
|
Definition
| increase or decrease in reinforcing effectiveness of a stimulus, object or event |
|
|
Term
| What are MOs for punishment |
|
Definition
| may alter (increase or decrease) the punishing effectiveness or a stimulus and the frequency of behavior that have been punished by that stimulus |
|
|
Term
| What is the behavior-altering effect? |
|
Definition
| increase or decrease in the current frequency of behaviors that has been reinforced |
|
|
Term
| Give an example of a MO (EO) of punishment |
|
Definition
| migrane would establish effectivess of bright light as a punisher and decrease frequency of behavior that in the past have produced bright light |
|
|
Term
| Explain behavior-altering vs function altering |
|
Definition
behavior-altering- MO and SD, alter current frequency
Function-altering- reinforcer, punisher, extinction, alter future frequency |
|
|
Term
| FK-29: Compare and contrast SD and MO |
|
Definition
Both antecedent variables
SD- signals differential availability
MO- is the differential effectiveness of a reinforcer |
|
|
Term
| Give an example of a MO that abolishes a stimulus as a punisher |
|
Definition
| Taking away the ipad when the kid has been on it all day |
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|
Term
| FK-29: Which one evokes a behavior: MO or SD? |
|
Definition
|
|
Term
| Describe a EO for a reinforcer and punisher |
|
Definition
EO for food if youre hungry
EO for a punisher is shock being more effective as a punisher if you're wet |
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|
Term
| FK-30: Distinguish between motivating operation and reinforcement effects |
|
Definition
Reinforcement effects future frequency
MO effects current value
EX; ipad serves as a reinforcer but deprivation of the ipad increases the value of the ipad as a reinforcer
Ex; getting a scratch ticket is a MO but never winning |
|
|
Term
| E-12: What is errorless learning? |
|
Definition
| a teaching procedure that allows the learner to engage in the terminal response with minimal chance for errors |
|
|
Term
| E-12: What are errorless learning procedures? |
|
Definition
stimulus prompts (superimposition, stimulus fading, stimulus shape transformation )
time delay
most to least (response prompt) |
|
|
Term
| E-12: What is stimulus fading? |
|
Definition
| a feature of the stimulus is highlighted or exaggerated, and then gradually reduced |
|
|
Term
| E-12: What is stimulus shape transformation? |
|
Definition
| use the initial stimulus shape that will prompt a correct response then gradually change to form the natural stimulus |
|
|
Term
| E-12: What is progressive time delay? |
|
Definition
| the amount of time between the Sd and the prompt increases across sessions |
|
|
Term
| E-12: What is a time delay? |
|
Definition
| initially the prompt is provided immediately and then a delay between the stimulus and response prompt |
|
|
Term
| E-12: What is stimulus superimposition? |
|
Definition
| an extra stimulus that currently control responding is introduced, and then gradually removed |
|
|
Term
| E-12: Give an example of stimulus superimposition |
|
Definition
| the word blue is written on a picture of blue card |
|
|
Term
| E-12: Give an example of stimulus fading |
|
Definition
| correct coin is large, the rest of the coins are typical size |
|
|
Term
| E-12: Give an example of a time delay |
|
Definition
| therapist points to the correct stimulus as she names it. gradually, she waits longer before pointing |
|
|
Term
| E-12: Give an example of stimulus shape transformation |
|
Definition
| animation of a car -> word car |
|
|
Term
| E-12: What is constant time delay? |
|
Definition
| the amount of time between the Sd and the prompt does not change across sessions |
|
|
Term
| E-12: Give an example of errorless learning (most to least) |
|
Definition
| Most to least to touch head |
|
|
Term
| E-12: What are advantages and disadvantages of errorless learning? |
|
Definition
Adv- minimize errors
Disadv- prompt dependency |
|
|
Term
| What is automatic positive reinforcement? |
|
Definition
|
|
Term
| E-12: Is errorless learning the most optimal learning? |
|
Definition
|
|
Term
| What is the high probability request sequence (behavioral momentum)? |
|
Definition
| antecedent manipulation to do easy task (high probability) then hard task (low probability) |
|
|
Term
| What is behavioral momentum? |
|
Definition
| high rate of responding resistant to change |
|
|
Term
| What is the premack principle? |
|
Definition
a high probability behavior made contingent on engaging in a less preferred behavior (low probability)
First , Then statements |
|
|
Term
| What does behavioral momentum increase? |
|
Definition
|
|
Term
| Give an example of behavior momentum |
|
Definition
| touch leg, touch ankle, touch floor , "put on your shoes" |
|
|
Term
| Compare and contrast high probability sequence and premack principle |
|
Definition
Both will have task completion with the low probability
Premack- first hard then easy
Behavioral Momentum- easy then hard |
|
|
Term
| E-02: What is simple discrimination? |
|
Definition
| 1 stimulus condition evoking 1 response |
|
|
Term
| E-02: What is conditional discrimination? |
|
Definition
| the response that will produce reinforcement in the presence of one Sd is conditional on the presence or absence of another Sd |
|
|
Term
| E-02: What is discrimination/discrimination training? |
|
Definition
| Teaching a response in the presence of the SD by providing reinforcement for correct responding, and not providing reinforcement for an incorrect response (the Sdelta). |
|
|
Term
| E-02: How do you teach discrimination? |
|
Definition
Conditional Discrimination
Match to Sample |
|
|
Term
| E-02: Give an example of simple discrimination |
|
Definition
|
|
Term
| E-02: Give an example of conditional discrimination |
|
Definition
Tell me something thats red and an animal
Match to sample (stimulus-> sd->r-> s) |
|
|
Term
| E-02: Give an example of an everyday use of conditional discrimination |
|
Definition
| Okay to hi five at a picnic but not at a funeral |
|
|
Term
| E-01: Name some antecedent interventions and describe one |
|
Definition
Task Variation
Demand Fading
NCR
Behavioral Momentum
Priming
Prompting
FCT |
|
|
Term
| E-01: What are some benefits to antecedent interventions? |
|
Definition
| Preventing problem behavior |
|
|
Term
| E-13: What is match to sample? |
|
Definition
Discrimination training
Matching a sample to an array |
|
|
Term
| E-01: What is an antecedent intervention? |
|
Definition
| Intervention that is implemented prior to the target behavior |
|
|
Term
| What is arbitrary stimulus class? |
|
Definition
| stimuli that evoke the same response but they do not share a common stimulus feature |
|
|
Term
| Give an example of an arbitrary stimulus class |
|
Definition
| 50%, 1/2, divided evenly, .5 all evoke the same response, half |
|
|
Term
| What is a a feature stimulus class? |
|
Definition
| stimuli that share common physical forms or common relative relations |
|
|
Term
| FK-11: What is an environment? |
|
Definition
| circumstances where the organism exists |
|
|
Term
| FK-11: What is a stimulus? |
|
Definition
| an energy change within the environment that produces change on the behavior |
|
|
Term
| FK-11: What is a stimulus class? |
|
Definition
| a group of stimuli that share a common element along formal, temporal and function dimensions |
|
|
Term
| FK-11: Give an example of a stimulus class |
|
Definition
| different types of phone all evoke the same response of picking it up |
|
|
Term
| FK-12: What is a behavior? |
|
Definition
| any activity of the living organism |
|
|
Term
| FK-12: What is a response? |
|
Definition
| a single instance of a behavior |
|
|
Term
| FK-12: Give an example of a response |
|
Definition
|
|
Term
| FK-12: What is a response class? |
|
Definition
| a group of responses that produce the same effect on the environment |
|
|
Term
| FK-12: Give an example of a response |
|
Definition
| A peer says "hello" and John says hey, hello, and hi |
|
|
Term
| FK-10: How are environment, stimuli and stimulus class related? |
|
Definition
| They all evoke the same response |
|
|
Term
| FK-11: Give an example of behavior, response and response class interacting |
|
Definition
Bx- walk to store to get a donut
Response- use apple pay, cash, card
Response class- paying for it |
|
|
Term
| Why is it good to vary reinforcement? |
|
Definition
To save highly preferred things for big responses
So no satiation so give a bunch of moderately preferred things |
|
|
Term
| FK-32: How are contingency and temporal continguity related? |
|
Definition
To make a consequence more effective, there needs to be a close temporal
To build contingency, time between needs to be short |
|
|
Term
| D-20: Explain fixed ratio/interval vs response time |
|
Definition
Ratio and interval are response dependent
Time is response independent (NCR) |
|
|
Term
| What is direct reinforcement vs indirect reinforcement? |
|
Definition
Direct reinforcement is automatic
Indirect reinforcement is socially mediated |
|
|
Term
| Explain discriminative avoidance vs free operant avoidance |
|
Definition
Discriminative avoidance is when a stimulus signals an aversive stimulus
Free-operant avoidance is avoiding a button that has shock |
|
|
Term
| D-20: Explain a procedure that using NCR for escape maintained behavior |
|
Definition
Providing escape from demands after a time period
"You can take a break"
Abolishes the EO- maninpulating the MO |
|
|
Term
| If you are not an expert in substance abuse, how would you treat a client who has substance abuse? |
|
Definition
Consult an expert
Attend Workshops
Look at the literature |
|
|
Term
| E-13: How would you use most to least for a match to sample class? |
|
Definition
| Full physical, physical guidance, light touch and shadow, independent |
|
|
Term
| Name how you would use manding for information as an IT program |
|
Definition
| Tell the child, "someone has your toy", the child then can say "who has it" |
|
|
Term
| D-20: Why should we use NCR? |
|
Definition
Abates the EO - manipulating the MO
Avoids an extinction burst |
|
|
Term
| Why should we consult the literature? |
|
Definition
To stay current in the field
If you're not knowledgeable about something in the field |
|
|
Term
| D-20: Give an example of when NCR might be effective |
|
Definition
Escape from demands
NCR for attention for a student who likes attention (Rohan) |
|
|
Term
| D-20: Explain Fixed Time (NCR) vs Fixed Interval |
|
Definition
Fixed time is response independent
Fixed interval is response dependent |
|
|
Term
| FK-32: Explain an explain of contiguity |
|
Definition
| Superstitious pigeon; bird thinking it was reinforced for turning around since that was what was the closest thing to reinforcement |
|
|
Term
| Is a MBD good for 3 different behaviors that are functionally equivalent |
|
Definition
| No, because you might see different effects that counter MBD (behavior contrast) |
|
|
Term
|
Definition
| two or more observers report the same observed behaviors over a specified time. |
|
|
Term
| A-08: What is IOA good for? |
|
Definition
Detecting observer drift
Good operation definition
competence training |
|
|
Term
| A-08: What type of IOA would you use for event recording? |
|
Definition
Total Count IOA (instances of behavior)
Trial by Trial IOA (discrete trials) |
|
|
Term
| A-08: How do you calculate total count IOA? |
|
Definition
| (Smaller count/larger count) *100 |
|
|
Term
| A-08: How do you calculate trial by trial IOA? |
|
Definition
| (Number of trials agreement/Number of trials) * 100 |
|
|
Term
| A-08: What type of IOA would you use for timing? |
|
Definition
Total Duration IOA (only for duration)
Mean duration-per-occurrence (can be used for latency, IRT, duration) |
|
|
Term
| A-08: How do you calculate total duration IOA? |
|
Definition
| (shorter duration/longer duration) * 100 |
|
|
Term
| A-08: How do you calculate mean duration-per-occurrence? |
|
Definition
| ((Dur IOA 1+ Dur IOA 2 + Dur IOA 3)/3) * 100 |
|
|
Term
| A-08: What type of IOA would you use for time sampling? |
|
Definition
Interval by Interval IOA
Scored-interval IOA
Unscored-interval IOA |
|
|
Term
| A-08: How do you calculate interval by interval IOA? |
|
Definition
| Number of intervals agreement/Number of intervals) * 100 |
|
|
Term
| A-08: How do you calculate scored-interval IOA? |
|
Definition
| (Number of intervals agreement on behavior occurrence/Number of intervals where either recorded behavior occurrence) * 100 |
|
|
Term
| A-08: What type of behaviors do you use for scored-interval IOA? |
|
Definition
|
|
Term
| A-08: How do you calculate unscored-interval IOA? |
|
Definition
| ■ (Number of intervals agreement on behavior non-occurrence/Number of intervals where either recorded behavior non-occurrence)*100 |
|
|
Term
| A-08: What type of behaviors do you use for unscored-interval IOA? |
|
Definition
|
|
Term
| D-20: What is noncontingent reinforcement? |
|
Definition
| is the presentation of a reinforcer, independent of the presence of a specific behavior. Time based |
|
|
