605 pt. 2Behavior Interventions Flashcards
1
Q
hansford 2010
A
Effectiveness of function-based treatments
2
Q
Kazdin1977 & World 1978
A
Effectiveness is not enough
3
Q
Miltenberger 1990
A
reviewed treatment acceptability (ANALOGUE VS CLINICIAL)
4
Q
How well the intervention is being implemented as it was designed can be assessed by looking at …………..
A
Procedural integrity
5
Q
How likely it is for an intervention to be carried over by others can be assessed by looking at………………
A
treatment acceptability
6
Q
TPRA stands for
A
teacher performance rate & accuracy
7
Q
TPRA 3 parts are…
A
performance(learn units), rate(time), accuracy(IOA)
8
Q
Effectiveness of reinforcement is influenced by:
A
immediacy, stimulus conditions, motivating operations
9
Q
schedules of reinforcement
A
fixed interval, fixed ratio, variable interval, variable ratio, time based
10
Q
Compound schedule: Alternative
A
EITHER/OR (whichever comes first, ratio/interval)
11
Q
Compound schedule: Conjunctive
A
BOTH ratio and interval
12
Q
Main types of DR procedures for decreasing problem behavior
A
DRO
nDRL/DRD
nDRA
13
Q
Main type of DR procedures for increasing low rate behavior
A
DRH
14
Q
(DRO) Differential Reinforcement of Other Behaviour
A
Reduces behavior to zero
Eliminates a behavior
reinforcing absence of Bx
No specific “other” Bx
increases time of non-occurrence of px BX
15
Q
Example of a DRO
A
Hamza will receive a sticker for each 15-minute interval that he does not talk to his neighbor
16
Q
(DRL) Differential Reinforcement of Low Rates of Responding
A
Reduces a behavior to acceptable levels by focusing on reducing the number of occurrences
17
Q
Example of a DRL
A
Grace will get a sticker for limiting the number of questions she asks during reading to 5 (from 15)
18
Q
(DRA)Differential Reinforcement of Alternative Behavior
A
Increases behavior by reinforcing appropriate behaviors
focuses on developing functional alternative behaviors
19
Q
Example of DRA
A
Anaya will raise her hand before speaking in class (instead of standing up to get attention)
20
Q
(DRH) Differential Reinforcement of High Rates of Behavior
A
Increases behavior to acceptable levels
focusing on increasing the number of occurrences
21
Q
Example of DRH
A
Grace will get a sticker for asking at least 3 questions during a group discussion
22
Q
Variations of DRA
A
DNRA
DRI
DRC
23
Q
DNRA
A
Identical to DRA except:
- The alternative behavior must function as a mand for escape2. The extinction process must be escape extinction
ex: Kareem will raise his hand and be given access to a break, instead of bolting
24
Q
DRI
A
Reduces a behavior by increasing incompatible behaviors and focusing on reinforcing the opposite of the undesired behavior
ex: Juan will get a sticker every time he uses his inside voice when in the classroom instead of using outside voice
25
independent group contingency
All members of a group are offered a contingency, but only the individuals who meet the contingency earn the reinforcement.
26
dependent group contingency
the reward for the whole group is dependent on the performance of an individual student or small group
27
interdependent group contingency
Contingency presented to entire group.
Reinforcement delivered to whole group IF each member achieves.
All members of the group must meet criterion before any member receives reinforcement
28
behavior contrast
When the rate of responding to a stimulus in one setting changes when the condition of reinforcement in the other setting gets modified
ex:child gets reinforced at school for a behavior, but not at home. Child engages in behaviors at home, but doesn't in the school setting
29
Matching Law
given a choice of behavior to engage in, a person is more likely to choose the behavior that has the highest rate of reinforcement in that moment of time
BEHAVIOR GOES TOWARDS REINFORCEMENT.
ex: drinking on a Friday night vs. before an exam
30
MOs have 2 effects on potential reinforcing stimuli
Value-altering
Behaviour-altering
31
Motivating operation
Influence behavior change by momentarily altering the effectiveness of reinforcing consequences
32
Value altering
If it increases the value or effectiveness, we call that an establishing operation (EO)
If it decreases the value or effectiveness, we call it an abolishing operation (AO)
33
Behavior altering
If it increases frequency of behavior that has been reinforced in the past, it is an evocative effect
If it decreases frequency of behavior that has been reinforced in the past, it is an abative effect
34
4-term contingency
MO (Antecedent)
SD (Antecedent)
Behavior
Consequence (reinforcement, punishment, extinction)
35
UMOs
Food
Water
Sleep
Activity
Oxygen
Sex
Warmth
Cold
Pain
36
Sd signals the.....
availability of the reinforcer
37
MO signals the......
effectiveness of the reinforcer
38
CMOs
surrogate (mother baby & robe)
39
CMOr
worsening of a situation
40
CMOt
tool for a tricky situation
41
shaping WITHIN a response class
shaping a behavior that's already in the clients repertoire, but some other measurable dimension isn't at the desired performance level
42
shaping ACROSS a response class
each successive approximation is going to vary in form from the other approximation. Response forms will change.
ex: more, I want, I want more, I want more please.
43
3 Forms of Generalised Behaviour Change
Response Maintenance (time)
student needed template, after so many times using it, doesn't anymore.
Stimulus Generalization (environments) child calls all men with beards dad
Response Generalization (behaviors) calling dad , daddy, papa , father
44
The three-term contingency consists of:
antecedent stimuli, responses, and consequent stimuli.
45
What is probably a major reinforcer that controls how researchers choose to do experiments?
Obtaining a clear picture of the effects of the independent variable on the dependent variable.
46
The key to understanding how science really works lies in what two basic truths about scientists and their behavior?
Scientists are behaving organisms and their behavior can be examined using the same experimental tools as any other behaviors.
47
A behavior is more likely to occur in the presence of a __________ than in its absence.
Sd
48
Dr. Polick conducts an experiment in which she varies the number of people working on a project, and measures the amount of effort that each person makes. The number of people is the _____ variable; the amount of effort is the _____ variable.
independent; dependent
49
Practitioners and researchers both share the same interest in:
methods of studying or changing behavior.
50
A researcher has two groups of participants, one that has been taught a problem-solving technique and one that has not. Both groups are given a set of 50 problems to solve in 30 minutes. What is the dependent variable in this study?
The number of correct answers given by the participants.
51
According to the intraorganism nature of behavior, the term "group behavior" is misleading because:
A group is not a biological organism and therefore cannot behave.
52
What are three key implications of Johnston and Pennypacker's definition of behavior?
Behavior can only occur in living organisms and must involve some form of movement, creating an interaction between the organism and the environment.
53
What was revolutionary about how Skinner approached the study of behavior?
Skinner called for the study of behavior for its own sake, rather than for what it might imply about inner processes.
54
_________ refers to the full set of physical circumstances in which the organism exists.
environment
55
The _________ of a definition is often a better criterion for evaluating it than its _________.
usefulness; correctness
56
The controlling variable for an imitative behavior is:
a model
57
When should you be thinking about and planning for generalization as part of imitation training?
from the onset of the training phase
58
Juan was working with his regular education 5th grade students on self-management skills in the classroom. Most of his students were successfully implementing self-management strategies to complete their classroom work but he noticed that his students were not using the self-management skills to complete their homework. Which is the best option Juan could choose to promote the use of self-management at home for his students?
instruct the students to generalize the behavior
59
The post reinforcement pause occurs when using a(n) ________ _________schedule of reinforcement, while a "scallop effect" occurs when using a(n) _________ ___________ schedule of reinforcement.
fixed ratio, fixed interval
60
It is thought that educational practices cannot be considered scientifically based unless there is adequate ____________.
treatment integrity
61
Out of the options listed, who serves as the best model for a 6-year-old child?
a 6-year-old peer who performs the skill without errors
62
Formal similarity occurs when:
the model and the behavior physically resemble each other and are in the same sense mode
63
The token economy is a research based method for providing conditioned reinforcement to improve behavior and to manage the behavior of groups of individuals. However, there are disadvantages to using a token economy. These disadvantages include:
the introduction of a formal economic system into a classroom can be viewed as intrusive
the entire process may be cumbersome and require additional time and effort to manage
all are disadvantages
they can bring the behavior of the group under such good control that therapists and teachers are hesitant to remove them
64
Shaping involves all of the following except
response cost
65
When the learner is given the opportunity to perform each step of a task analysis independently and the trainer provides prompting for each step if the learner emits an error, s/he is using:
total task chaining
66
A child learns to emit mand responses as a replacement for self-injury (SIB) in the home. Upon the recommendation from a consultant, the child's parents make reinforcement available more often for appropriate mand responses. However, the parents express they cannot completely eliminate the reinforcement for self-injurious behavior so the consultant tells them to continue to provide reinforcement for the SIB, but to do so on a thinner schedule. As anticipated, while carrying out this intervention, the consultant noted that the rate of mand responses match the rate of reinforcement available for this behavior and the rate of self-injury match the rate of reinforcement available for this behavior. This is an example of:
matching law
67
Which of the following is a limitation of shaping?
shaping can be time consuming
68
Which of the following is true when shaping within a response topography?
the form of the behavior remains constant, while reinforcement is applied to a dimension of the behavior, such as duration
69
A fundamental difference between IOA and procedural fidelity data is
which variable is being assessed
70
Which of the following statements is true regarding selection of a chaining method?
total task chaining should be used if the learner has mastered many steps of the chain
71
Kevin uses his hands to "drum" on his desk during instructional times. His teacher finds that this behavior is distracting to other learners in the classroom. She develops an intervention in which Kevin has access to a stress ball during instructional times, and if he uses the stress ball instead of "drumming" he earns extra time in the music room at the end of the day. This is an example of
DRI
72
According to the Ethics Code for Behavior Analysts (2020), behavior analysts must design behavior-change programs that are:
conceptually consistent with the principles of behavior analysis
73
Imitation training sessions should be kept active and brief. This means:
10-15 minutes, more than once per day, with brief pauses between trials
74
Which of the following principles of behavior is utilized in shaping?
extinction
75
According to Stokes & Baer (1977), varying any non-essential features of the instructional context is an important aspect of programming for generalization. This is called:
teaching loosely
76
It was Skinner's philosophical understanding that behavior changes over our individual lifetime as we contact reinforcing contingencies in the natural environment. This understanding of the ebb and flow of behaviors within our repertoires is known as:
selectionism
77
How do typically developing learners acquire (some) skills?
all of these are correct
by watching other learners imitate planned and unplanned models
by attending to unplanned models
by attending to planned models
78
Charlie has a student, Rick, who really enjoys social attention from his peers but he struggles with completing his work in class. Charlie has decided to implement an intervention to address Rick's work completion behavior but also solicit the help of his peers. Charlie tells the class that if Rick completes all of his work by the end of class, the entire class will get 10 extra minutes of the end of the day recess. This procedure is called
hero procedure
79
This is the extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior.
response generalization
80
A program supervisor in a community residence notices that the 3pm -11pm staff is chronically late for work. She has a meeting with the staff and announces that she will provide Chinese food for everyone on a particular day if all staff members arrive to work on time. This is an example of a(n):
interdependent group contingency
81
According to the Ethics Code for Behavior Analysts (2020), behavior analysts must avoid the use of what?
harmful reinforcers
82
Diane tells her students that they should 'behave' today and she will give them some candy at the end of the day. At the end of the day, her students turn in all of their work completed so she gives them some candy! This is an example of:
positive reinforcement
-- none of the choice are correct
negative reinforcement
extinction
83
A group of responses that serve the same function are referred to as a:
response class
84
Behavior analysts design behavior-change programs that are _______________consistent with behavior analytic principles.
conceptually
85
A behaviorally based type of teaching that breaks functional tasks into their smallest component behaviors and teaches/shapes these behaviors by providing a clearly delineated stimulus-response-consequence contingency is known as
discrete trial instruction
86
When using shaping to increase the duration or magnitude of a response, one is:
shaping within a response class
87
A dog trainer is teaching his dog Rex to complete an obstacle course in a specified order. Rex is able to complete two steps of the obstacle course independently however, he requires instruction on the other steps. What type of chain is described here?
heterogeneous chain
88
A teacher is using a chaining procedure to teach a student to wash his hands. Initially, the teacher helps the student complete each of the steps on the task analysis. Once the chain is completed the teacher provides the reinforcer. Support is then systematically faded and the student is required to complete the last step accurately and independently in order to gain access to the reinforcer. Which chaining procedure is represented in this scenario?
backward chaining
89
Each response in a chaining procedure has a dual function. These are best described as a(n):
discriminative stimulus and conditioned reinforcer
90
Heddy wants to assess her staff's performance on implementation of a discrete trial training program. She is concerned that they are not delivering the consequence in the way the program sheet instructs them to. She has decided to use the TPRA to evaluate her staff. What type of evaluation procedure is the TPRA?
treatment integrity
