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Applied Behavior Analysis COPY > ABA Definitions > Flashcards

ABA Definitions Flashcards

Pass BCBA Exam

2
Q

What are the philosophical assumptions of ABA?

A

Determinism Empiricism Experimentation Replication Parsimony Philosophical Doubt

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3
Q

Determinism

A

Determinism- Assumption that the universe is a lawful and orderly place in which phenomena occur in relation to other events and not willy nilly.

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4
Q

Empiricism

A

Practice of objective observation of the phenomena of interest.

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5
Q

Parsimony

A

All simple, logical, explanations for the phenomenon under investigation be ruled out, experimentally or conceptually, before more or complex or abstract explanation are considered.

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6
Q

Lawfulness of Behavior

A

They are related in systematic ways to other factors, which are themselves physical phenomena amendable to scientific investigation.

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7
Q

Mentalism

A

An approach to explaining behavior that assumes that a mental, or “inner,” dimension exists that differs from a behavioral dimension and that phenomena in this dimension either directly cause or at least mediate some forms of behavior.

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8
Q

Environment al Explanation of Behavior

A

.

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9
Q

Generality

A

Behavior has this, it last over time, appears in environments other than the one in which the intervention that initially produced it was implemented, and/or spreads to other behaviors not directly treated by the intervention. Evident when changes in target behavior occur in nontreatment settings or situations as a function of treatment procedures.

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10
Q

Experimental Analysis of Behavior

A

Natural science approach to the study of behavior as a subject matter in it own right founded by BF Skinner; methodological features include rate of response as a basic dependent variable, repeated or continuous measurement of clearly defined response classes, within-subject experimental comparisons instead of group design, visual analysis of graph data instead of statistical inference, and an emphasis on describing functional relations between behavior and controlling variables in the environment over formal theory testing.

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11
Q

Applied Behavior Analysis

A

The science in which tactics derived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for the improvement in behavior.

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12
Q

Behaviorism

A

The philosophy of science of behavior; there are various forms of behaviorism. E.g, methodological behaviorism, radical behaviorism.

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13
Q

Effective

A

One defining characteristics of ABA. Effective application of behavioral techniques must improve the behavior under investigation to a practical degree.

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14
Q

Private events in behavioral terms.

A

Thinking or sensing. E.g, stimuli produced by a damaged tooth to be no different from public events such as oral reading or sensing sounds. “What is felt or introspectively observed is not some nonphysical world of consciousness, mind or mental life but the observer’s own body.” SkinnerPrivate events such as thoughts and feelings are behavior; behavior takes place within the skin is distinguished from (public) behavior only by its inaccessibility;and private behavior is influenced by (i.e., is the function of ) the same kinds of variability as publicity accessible behavior.

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15
Q

What is behavior?

A

The activity of living organisms; human behavior includes everything that people do.

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16
Q

Technological

A

One of the characteristics of ABA. When all operative procedures are identified and described with sufficient detail and clarity “such that a reader has a fair chance of replicating the application with the same results.”

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17
Q

Conceptually Systematic

A

Not an explicit defying characteristic of ABA. This also means procedures for changing behavior and any interpretation of how or why those procedures were effective should be described in terms of the relevant principle(s) from which they derived.

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18
Q

7 Dimensions of ABA

A

Get A CabApplied, Behavioral, Analytic, Technological, Conceptually Systematic, Effective, Generality.

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19
Q

Applied

A

Investigates socially significant behaviors with immediate importance to the subject(s).

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20
Q

Behavioral

A

Entails precise measurement of actual behavior in need of improvement and documents that it was the subject’s behavior that changed.

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21
Q

Analytical

A

Demonstrates experimental control over the occurrence and no occurrence of the behavior–that is, if a functional relation is demonstrated.

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22
Q

Behavior

A

Technical definition: “the portion of an organism’s interaction with its environment that is characterized by detectable displacement in space through time of some part of the organism and that results in a measurable change in at least one aspect of the environment.”

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23
Q

Response Class

A

A group of responses of varying topography, all of which produce the same effect on the environment.

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24
Q

Response

A

A single instance or occurrence of a specific class or type of behavior. Technical definition: an action of an organism’s effector. An effector organ at the end of an efferent nerve fiber that is specialized for altering its environment mechanically, chemically, or it terms of other energy changes

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25
Q

Stimulus

A

An energy change that affects an organism through its receptor cells.

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26
Q

Stimulus Class

A

A group of stimuli that share specified common elements along elements along formal (e.g., size, color), temporal (e.g, antecedent or consequent), and/or functional (e.g., discriminative stimulus) dimensions.

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27
Q

Positive Reinforcement

A

Occurs when a behavior if followed by the presentation of a stimulus that increases the future frequency of the behavior in similar conditions. (Contrast to negative reinforcement)

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28
Q

Negative Reinforcement

A

A stimulus whose termination (or reduction in intensity) functions as a reinforcement. (Contrast with positive reinforcer)

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29
Q

Reinforcer

A

A stimulus change that increases the future frequency of behavior that immediately precedes it. (See conditioned reinforcer, unconditioned reinforcer)

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30
Q

Reinforcement

A

Occurs when a stimulus change immediately follows a response and increases the future frequency of that type of behavior in similar conditions.

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31
Q

Conditioned Reinforcement

A

A stimulus change that functions as a reinforcer because of prior pairing with one or more other reinforcer; sometimes called secondary or learned reinforcer.

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32
Q

Unconditioned Reinforcement

A

A stimulus change that increases the frequency of any behavior that immediately precedes it irrespective of the organism’s learning history with the stimulus. Unconditioned reinforcers are the product of the evolutionary development of the spices (phylogeny). Also called primary or unlearned reinforcer. (Compared with condoned reinforcer)

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33
Q

Generalized Conditioned Reinforcers

A

A conditioned reinforcer that result of having been paired with many other reinforcers does not depend on an establishing operation for any particular form of reinforcement for its effectiveness.

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34
Q

Positive Punishment

A

A behavior is followed immediately by the presentation of a stimulus that decreases the future frequency of the behavior; sometimes called Type I punishment.

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35
Q

Negative Punishment

A

A behavior is followed immediately by the removal of a stimulus (or decrease in the intensity of the stimulus), that decreases the future frequency of similar responses under similar conditions; sometimes called type II punishment.

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36
Q

Conditioned Punishment

A

A previously neutral stimulus change that functions as a punisher because of prior pairing with one or more other punishers; sometimes called secondary or learned punisher.

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37
Q

Unconditioned Punisher

A

A stimulus change the decreases the frequency of any behavior that immediately precedes it irrespective of the organism’s learning history with the stimulus. Unconditioned punishers are products of the evolutionary development of the species (phylogeny), meaning all members of species are more or less susceptible to punishment by the presentation of unconditioned punishers (also called primary or unlearned punishers).

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38
Q

Stimulus Control

A

A situation in which the frequency, latency, duration, or amplitude of a behavior is altered by the presence or absence of an antecedents stimulus.

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39
Q

Motivating Operation

A

An environmental variable that (a.) alters (increases or decreases) the reinforcing effectiveness of stimulus, object, or event; and (b)alters (increases or decreases) the current frequency of all behavior that have been reinforced by that stimulus.

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40
Q

Behavior- altering effect (of a motivating operation)

A

An alteration in the current frequency of behavior that has been reinforced by the stimulus that is altered in effectiveness by the same motivating operation. For example, the frequency of behavior that has been reinforced with food is increased or decreased by food deprivation or food ingestion.

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41
Q

Value-altering effect (of motivating operation)

A

An alteration in the reinforcing effectiveness of a stimulus, object, of event as a result of a motivating operation. For example, the reinforcing effectiveness of food is altered as a result of food deprivation and food ingestion.

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42
Q

Establishing Operation (EO)

A

A motivating operation that establishes (increases) the effectiveness of some stimulus, object, or event as a reinforcer. For example, food deprivation establishes food as an effective reinforcer.

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43
Q

Abolishing Operation (AO)

A

A motivating operation that decreases the reinforcing effectiveness of a stimulus, object, or event. For example, the reinforcing effectiveness of food is abolishing as a result of food ingestion.

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44
Q

Evocative Effect (of motivating operation)

A

An increase in the current frequency of behavior that has been reinforced by the stimulus that increased in reinforcing effectiveness by the same motivating operation. For example, food deprivation evoke (increases the current frequency of) behavior that has been reinforced by food.

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45
Q

Abative Effect (of a motivating operation)

A

A decrease in the current frequency of behavior that has been reinforced by the stimulus that is increased in reinforcing effectiveness by the same motivating operation. For example, food ingestion abates (decreases the current frequency of) behavior that has been reinforced by food.

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46
Q

Contingency

A

Refers to dependent and/or temporal relations between operant behavior and its controlling variable.

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47
Q

Functional Relation

A

A verbal statement summarizing the results of an experiment (or group of related experiments) that describes the occurrence of the phenomena under study as a function of the operation of one or more specified and controlled variables in the experiment in which a specific change in one even (the dependent variable) can be produced by manipulating another even (the independent variable), and that change in the dependent variable was unlikely the result of other factors (confounding variables).

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48
Q

Extinction (operant)

A

The discontinuing of a reinforcement of a previously reinforced behavior (i.e., responses no longer produced reinforcement); the primary effect is a decreased in the frequency of the behavior until it reaches a prereinforced level or ultimately ceases to occur.

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49
Q

Escape Extinction

A

Behaviors maintained with negative reinforcement are placed on escape extinction when those behaviors are not followed by termination of the aversive stimulus; emitting the target behavior does not enable the person to escape the aversive situation.

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50
Q

Side effects of extinction

A
  1. Behaviors undergoing extinction are usually associated with predictable characteristics in rate and topography of response. 2. Produces a gradual reduction in behavior.3. General effect—immediate increase in the frequency of the response after the removal of the positive, negative, or automatic reinforcement. –Extinction Burst 4. Spontaneous recovery–behavior that diminishes during the extinction process recurs even through the behavior does not produce reinforcement.
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51
Q

Generalization

A

A generic term for a variety of behavioral processes and behavior change outcomes.

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52
Q

Maintenance

A

Two different meaning in applied behavior analysis: (a) the extent to which the learner continues perform the target behavior after a portion or all of the intervention has been terminated (i.e., response maintenance), a dependent variable or characteristic of behavior; and (b) a condition in which treatment has been discontinued or partially withdrawn, an independent variable or experimental condition.

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53
Q

Respondent Conditioning

A

A stimulus–stimulus pairing procedure in which a neutral stimulus (NS) is presented with an unconditioned stimulus (US) until the neutral stimulus because a conditioned stimulus that elicits the conditioned response. (AKA classical conditioning).

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54
Q

Unconditioned Stimulus (US)

A

The stimulus component of an unconditioned reflex; stimulus change that elicits respondent behavior without prior learning.

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55
Q

Conditioned Stimulus (CS)

A

The stimulus component of a conditioned reflex; a formerly neutral stimulus change that elicits respondent behavior only after it has been paired with an unconditioned stimulus (US) or another CS.

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56
Q

Un/conditioned Response (Reflex)

A

Unconditioned Response- AKA Unconditioned reflex. An unlearned stimulus–response functional relation consisting of an antecedent stimulus (e.g, food in mouth) that elicits the response (e.g., salvation); a product of the phylogenic evolution of a given species; all biologically intact members of a species are born with similar repertoires of unconditioned reflexes. Conditioned Response (Reflex)- A learned stimulus –response functional relation consisting of an antecedent stimulus (e.g., sound of refrigerator door opening) and the response it elicits (e.g, salvation); each person’s repertoire of conditioned reflexes is the product of his or her history of interactions with the environment (ontogeny).

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57
Q

Operant Conditioning

A

The basic process by which operant learning occurs; consequences (stimulus changes immediately following responses) result in an increased (reinforcement) or decreased (punishment) frequency of the same type of behavior under similar motivational and environmental conditions in the future.

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58
Q

Three Term Contingency

A

Temporal and possibly dependent relations among: Antecedent, Behavior, and Consequence–basic until of analysis in the analysis of operant behavior.

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59
Q

Echoic

A

An elementary verbal operant involving response that is evoked by a verbal discriminative stimulus that has point by point correspondence and formal similarly with the response.

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60
Q

Mand

A

An elementary verbal operant that is evoked by an MO and followed by specific reinforcement.

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61
Q

Tact

A

An elementary verbal operant evoke by a nonverbal discriminative stimulus and followed by generalized conditioned reinforcement.

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62
Q

Intraverbal

A

An elementary verbal operant that is evoked by a verbal discriminative stimulus and that does not have point-to-point correspondence with that verbal stimulus.

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63
Q

Contingency Shaped Behavior

A

Selected and maintained by controlled, temporally close consequence. Behavior that is primarily controlled by direct exposures to the contingencies.• For example operating the Blu-ray Disc Playerby just pushing the buttons and adjusting whatyou push because of the consequences without“paying attention” to what you are doing.

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64
Q

Rule Governed Behavior

A

Behavior controlled by a rule;enables human behavior to come under the indirect control of temporally remote or improbable but potentially significant consequence. Behavior is primarily controlled by a verbal description of a contingency of reinforcement or punishment.• The description usually describes the behavior, the SD for this behavior and the typical consequence for this behavior in the presence of the SD.• Using a manual to operate a Blu-ray Disc Player is an example of complex rule-governed behavior.

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65
Q

Descriptive Assessment

A

Descriptive functional behavior assessment- direct observation of problem behavior and the antecedent and consequent events under naturally occurring conditions.

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66
Q

Scatterplot

A

A two-dimensional graph that shows the relative distribution of individual measures in a data set with respect to the variables depicted by x and y axes. Data points on a scatterplot are not connected.

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67
Q

Functional Analysis

A

An analysis of the purposes (function) of problem behavior, wherein antecedents and consequences representing those in the person’s natural routines are arranged within an experimental design so that their separate effects on a problem behavior can be observed and measured; typically consists of four conditions: three test conditions—contingent attention, contingent escape, and contingent alone–and a control condition in which problem behavior is expected to be low because reinforcement is freely available and no demands are place on the person.

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68
Q

FA–Control Condition and Logic

A

Play—Preferred activities continuously available, social attention provided, and no demands are placed on the person. Behavior is expected to occur less because no demands are placed and attention is given.

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69
Q

FA-Demand condition and logic

A

Contingent Escape- Task demands are delivered continuously using a three step prompting procedure. (e.g, 1. You need to fold the towels, 2. model folding towel. 3. provide hand over hand assistance to fold the towel.) -Behavior occur here- escape maintained.

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70
Q

FA Attention condition and logic

A

Attention is diverted or withheld from the person. - Behavior occur here–attention maintained

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71
Q

FA- Alone/No interaction condition and logic

A

Low level of environment stimulation (i.e, therapist, task materials, and play materials are absent). -If behaviors occur here they are automatically reinforced.

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72
Q

FA- Tangible condition and logic

A

When attention/ tangibles are given when problem behavior occur.

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73
Q

FA- Test Conditions

A

Play (control), contingent attention/ tangible, contingent escape/avoidance, Alone

74
Q

Withdrawal Design and logic.

A

A term used by some authors as a synonym for ABAB design; also used to describe experiments in which an effective treatment is sequentially or partially withdrawn to promote the maintenance of behavior changes. Make sure for functional relationship.

75
Q

Reversal Design and Logic

A

A term used by some authors as a synonym for ABAB design (aka, withdrawal design); also used to describe experiments in which an effective treatment is sequentially or partially withdrawn to promote the maintenance of behavior changes. Make sure for functional relationship.

76
Q

Alternating Treatments Design and Logic

A

An experimental design in which two or more conditions (one of which may be a no-treatment control condition) are presented in rapidly alternating succession (e.g, on alternating sessions or days) independent level of responding; differences in responding between or among conditions are attributed to effects of the conditions. Good to see if there is functional relationship.

77
Q

Multielement design and logic

A

AKA Alternative treatment designAn experimental design in which two or more conditions (one of which may be a no-treatment control condition) are presented in rapidly alternating succession (e.g, on alternating sessions or days) independent level of responding; differences in responding between or among conditions are attributed to effects of the conditions. Good to see if there is functional relationship.

78
Q

Changing Criterion Design and Logic

A

An experimental design in which an initial baseline phase is followed by a series of treatment phases consisting of successive and gradually changing criteria for reinforcement or punishment. Experimental control is evidence by the extent the level of responding changes to conform to each new criterion.

79
Q

Multiple baseline design and logic

A

An experimental design that begins with the concurrent measurement of two or more behaviors in a baseline condition, followed by the application of the treatment variable to one of the behaviors while baseline conditions remain in effect for the other behavior(s). After maximum change has been noted in the first behavior, the treatment variable is applied in sequential fashion to each of the other behaviors in the design. Experimental control is demonstrated if each behavior shows similar changes when, and only when, the treatment variable is introduced.

80
Q

Potential Confounds

A

E.g., take into an account clients changing level of interest in and background knowledge about the specific curriculum content. Definition- Uncontrolled variables known or suspect to exert an influence on the dependent variable .

81
Q

Multiple Treatment Inference

A

The effects of one treatment on a subject’s behavior being confounding by the influence of another treatment administered in the same study.

82
Q

Sequence Effects (Sequence Confounds)

A

Effects on a subject’s behavior in a given condition that are the result of the subject’s experience with a prior condition.

83
Q

Component Analysis

A

Any experiment designed to ID the active elements of a treatment condition, the relative contributions of different variables in a treatment package, and/or the necessary and sufficient components of an intervention. Component analyses take many forms, but the basic strategy is to compare levels of responding across successive phases in which the intervention is implemented with one or more components left out.

84
Q

Parametric Analysis

A

An experiment designed to discover the differential effects of a range of values of an independent variable.

85
Q

Measurable Dimensions of Behavior

A

Repeatability (i.e., count)Temporal extent (i.e, duration) Temporal locus (i.e., when behavior occurs)

86
Q

Temporal extent and related measures

A

Every instance of behavior occurs during some amount of time. Duration -Total duration per session: cumulative amount of the time in which person engages in target behavior. - Duration per Occurrence- duration time that each instance of the target behavior occurs.

87
Q

Temporal locus and related measures

A

Every instance of behavior occurs at a certain point in time with respect to other events . - Response latency-Interresponse time (IRT)

88
Q

Repeatability and related measures

A

AKA countability: instances of a response class can occur repeatedly through time.- Count -Rate/frequency- Celeration

89
Q

Operational Definition

A

Providing concrete examples of a target behavior. This minimizes disagreements among observers at to the behavior’s occurrence.

90
Q

Continuous Recording Advantages and Disadvantages

A

Continuous recording records every instance of the target behavior. Continuous recording would require an observer to mark every target behavior, for instance, every time a child went to the restroom.Advantage and Disadvantages: With continuous measurement it gives a very valid picture of the actual target behavior, however it is more demanding on the observer to measure every instance. In order to gather continuous data, the observer cannot have any other responsibilities, only to watch the individual.

91
Q

Momentary Time Sampling

A

A measure method in which the presence or absence of behaviors are recorded at precisely specified time intervals (end of each interval). (measure long duration and high duration Advantage: observer does not have to attend continuously to measurement. - useful when collecting data on multiple participants. - not good for measure low-frequency, short duration behaviors. Also provides a looser estimate of behavior than the other interval recording methods.

92
Q

Partial Interval Recording

A

Observer records whether the behavior occurred at any time during the interval.- Used with high frequency, short duration behaviorsCaution: may overestimate behavior. - should be used when reducing behavior

93
Q

Whole Interval Recording

A

Observation period is divided into series of brief time interval. Records if behavior occurred during the ENTIRE interval. -used with longer duration behavior (e.g., on-task) Caution: may underestimate behavior- should be used when increasing behavior.

94
Q

Frequency

A

A ratio of count per observation time; often expressed as count per standard unit of time (e.g., per minute, per hour, per day) and calculated by dividing the number of responses recorded by the number of standard units of time in which observations were conducted; used interchangeably with rate

95
Q

Rate

A

A ratio of count per observation time; often expressed as count per standard unit of time (e.g., per minute, per hour, per day) and calculated by dividing the number of responses recorded by the number of standard units of time in which observations were conducted; used interchangeably with frequency. The ratio if formed by combining the different dimensional quantities of count and time (i.e., count time)

96
Q

Duration

A

A measure of the total extent of time in which a behavior occurs.

97
Q

(response) Latency

A

Time elapsed between the onset of a stimulus and the initiation of a response.

98
Q

Interresponse Time (IRT)

A

Amount of time that elapeses between 2 consecutive instances of a response - Response _Response _______Response.- Used to calc intervals for NCR & DRO.

99
Q

Percent of Occurrence

A

Ratio formed by combining the same dimensional quantities, such as count (i.e, number\number=) or timer (i.e., duration/duration; latency/latency). A percentage expresses the proportion quantity of some even in rems of the number of times the even occurred per 100 opportunities that the even could have occurred.

100
Q

Trials to Criterion

A

Measure of number of response opportunities needed to achieve a predetermined level of performance.

101
Q

Interval Recording

A

Observation period is divided into brief time intervals of equal length. - Reports % of intervals during which the behavior occurred.- Provides an estimate of frequency and duration (partial interval, whole interval, momentary time sampling)

102
Q

Interobserver Agreement (IOA)

A

The degree to which two or more independent observers report the same observed values after measuring the same events.

103
Q

Treatment Integrity

A

The extent to which the independent variable is applied exactly as planned and described and no other unplanned variable are administered inadvertently along with the planned treatment. AKA procedural fidelity.

104
Q

IOA calculations

A

Event recording: low#/high# X 100= Total Count IOA %Duration and Latency: Shorter time/longer time X 100= percent agreement. Interval by interval IOA (point by point) Agreement/Agreements +Disagreements X 100Scored vs Unscored (when behavior occurred vs did not occur)

105
Q

Standard Celeration

A

Measures of how rates of response change over time. -Accelerates: learner responds faster across observations.-Decelerates: learners responses slower across observations

106
Q

Components of a graph

A

Horizontal axis (x axis, abcissa)- time; presence/absence, and/or value of the independent variable. Vertical Axis (y axis; ordinate)- range of values of the dependent values Origin- horizontal and vertical axis intersecting Condition Change Line Condition Labels- Data Points- (a) quantifiable measure of the target behavior recorded during a given observation period and (b) the time and/or experimental conditions under which that particular measurement was conducted. Data Path- represent the level and trend of behavior between successive data points. Figure Caption-concise statement that helps id dependent and independent variable.

107
Q

Equal-interval graphs

A

Equal distance on the axis represent equal amounts of behavior.

108
Q

Cumulative Record

A

A type of graph on which the cumulative number of responses emitted is represented on the vertical axis; the steeper the slope of the data path, the great the response rate. - spiffy the rate graph

109
Q

Task Analysis

A

The process of breaking a complex skill or series of behaviors into smaller, teachable units

110
Q

Forward Chain

A

A method for teaching behavior chains that begins with the learner being prompted and taught to perform the first behavior in the task analysis; the trainer completes the remaining steps in the chain.

111
Q

Backward Chain

A

A teaching procedure in which a trainer completes all but the last behavior in a chain, which is performed by the learner, who then receives reinforcement for completing a chain.

112
Q

Total Task Chaining

A

A variation of forward chaining in which the learner receives training on each behavior in the chain during each lesson.

113
Q

Fixed Interval (FI)

A

A scheduel of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced.

114
Q

Fixed Ratio (FR)

A

A schedule of reinforcement requiring a fixed number of responses for reinforcement (e.g., an FR 4 schedule reinforcement follows every fourth response.

115
Q

Variable Interval (VI)

A

A schedule of reinforcement that provides reinforcement for the first correct response following the elapse of variable durations of time occurring in a random or unpredictable order. The mean duration of the intervals is used to describe the schedule (e.g., on a VI 10 min schedule, reinforcement is delivered for the first response following an average of 10 mins since the last reinforced response, but the time that elapses following the last reinforcement response might range from 30 secs or less to 25 mins or more).

116
Q

Variable Ratio (VR)

A

A schedule of reinforcement requiring a varying number of responses for reinforcement. The number of responses required varies around a random number; the mean number of responses required for reinforcement is used to describe the schedule (e.g., on a VR 10 schedule an average of 10 responses must be emitted for reinforcement, but the number of responses required following the last reinforced response might range from 1 to 30 or more).

117
Q

Antecedent Intervention Strategies

A

Strategies that help with eliminating or help to eliminate common cause of problem behavior.

118
Q

Identify Reinforcers

A

Can be performed by asking the target person and/or significant others what the target person prefers, conducting free operant observations, and conducting trial-based assessment (i.e., single-, paired-, or multiple-stimulus presentations).

119
Q

Preference Assessment

A

Stimulus preference assessments- variety of procedures used to determine (a) the stimuli that a person prefers, (b) the relative preference values (high versus low) of those stimuli, and (c) the conditions under which those preference values remain in effect.

120
Q

Reinforcer Assessment

A

Refers to a variety of direct, databased methods for determining the relative effects of a given stimulus as reinforcement under different and changing conditions of the comparative effectives of multiple stimuli as reinforcers for a given behavior under specific conditions. Reinforcer assessment is often conducted with concurrent schedules of reinforcement, multiple schedules of reinforcement and progressive reinforcement schedules.

121
Q

Schedules of Reinforcement

A

A rule specifying the environmental arrangements and response requirements for reinforcement; a description of a contingency of reinforcement.

122
Q

Premack Principle

A

A principle that states that making opportunity to engage in a high-probability behavior contingent on the occurrence of a low-frequency behavior will function as reinforcement for the low-frequency behavior.

123
Q

Single Operant

A

An operant is behavior that operates on the environment to produce change, effect, or consequence. These environmental changes select the operant appropriate to a given setting or circumstance. That is, particular responses increase or decrease in a situation as a function of the consequences they produce. Operant behavior is said to be emitted (rather than elicited) in the sense that the behavior may occur at some frequency before any known conditioning.

124
Q

Concurrent Operants

A

?

125
Q

Side Effects of Reinforcement

A

?

126
Q

Identifying Punishers

A

a. Conduct punisher assessments to identify the least intrusive punisher that can be applied consistently and safelyb. use punisher of sufficient quality and magnitude c. use a variety of punishers to combat habituation and increase the effectiveness of less intrusive punishers.

127
Q

Side Effects of Punishment

A
  • may lead to increased level of problem behavior or other undesirable behavior- may lead to a parallel decrease in desirable behavior. - escape and avoidance, emotional outburst, and behavioral contrast could occur
128
Q

Emotional responding and Punishment

A

??

129
Q

Extinction Burst

A

An increase in the frequency of responding when an extinction procedure is initially implemented.

130
Q

Extinction induced Aggression

A

When behavior no longer leads to reinforcement a behavior may escalate (extinction burst). At times the person may engage in other inappropriate behaviors such as property destruction, aggression, and/or self-injury.

131
Q

Response Independent Reinforcement

A

Response-independent reinforcement delivers reinforcers to an organism regardless of its behavior.

132
Q

Noncontingent Reinforcement (NCR)

A

A procedure in which stimuli with known reinforcing properties are presented on fixed-time (FT) or variable time (VT) schedules completely independent of behavior; often used as an antecedent intervention to reduce problem behavior.

133
Q

Fixed-Timed Schedule (FT)

A

A schedule for the delivery of non-contingent stimuli in which a time interval remains the same from one delivery to the next.

134
Q

Side Effects of NCR

A
  • Free access to NCR stimuli may reduce motivation to engage in adaptive behavior. - Chance pairing of problem behavior and NCR delivery of stimuli with known reinforcing properties could strengthen the problem behavior - NCR escape can disrupt the instructional process.
135
Q

Differential Reinforcement

A

Reinforcing only those responses within a response class that meet a specific criterion along some dimensions(s) (i.e., frequency, topography, duration, latency, or magnitude) and placing all other responses in the class on extinction.

136
Q

Differential Reinforcement of Other Behavior (DRO)

A

A procedure for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times.

137
Q

Differential Reinforcement of Alternative Behavior (DRA)

A

A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior target for reduction and withheld following instance of problem behavior. (e.g, reinforcing completing worksheet when target behavior is talk-outs)

138
Q

Differential Reinforcement of Incompatible Behavior (DRI)

A

A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior targeted for reduction and withheld following instances of the problem behavior (e.g, sitting in the seat is incompatible with walking around the room)

139
Q

Function Communication Training (FCT)

A

An antecedent intervention in which an appropriate communicative behavior is taught as a replacement behavior for problem behavior usually evoked by an establishing operation (EO); involves deferential reinforcement of alternative behavior (DRA)

140
Q

Discrimination

A

?

141
Q

Discrimination Training

A

?

142
Q

Prompts

A

Supplementary antecedent stimuli used to occasion a correct response in the presence of an SD that will eventually control the behavior.

143
Q

Prompt Hierarchies

A

Response Prompts: Verbal Instruction, Modeling, Physical guidance,

144
Q

Prompt Fading

A
  • Most to Least Prompts; Graduate guidance; least to most prompts and time delay - Stimulus Control Shaping: stimulus control fading, stimulus shape transformations.
145
Q

Modeling

A

Demonstrating a behavior for an individual. This is often done in imitation training. It is also used in some clinical applications. A person with a phobia might be shown another individual interacting with their phobic stimulus.

146
Q

Imitation

A

To copy observed action or sounds. Most often discussed in ABA programming in terms of motor (AKA nonverbal) imitation of actions, or verbal (AKA Vocal) imitation of speech sounds.

147
Q

Shaping .

A

Using differential reinforcement to produce a series of gradually changing response classes; each response class is a successive approximation toward a terminal behavior. Members of existing response class are selected for differential reinforcement because they more closely resemble the terminal behavior.

148
Q

Successive Approximation

A

The sequence of new response classes that emerge during the shaping process as the result of differential reinforcement; each successive response class is closer in form to the terminal behavior than the response class it replaces.

149
Q

Behavior Chain (response chain)

A

Specific sequence of discrete responses in which each response produces a stimulus change that functions as conditioned reinforcement for that repose and as a SD for the next response in the chain; reinforcement for the last response in a chain maintains the reinforcing effectiveness of the stimulus changes produced by all previous response in the chain.

150
Q

Chaining

A

A teaching procedure wherein one attempts to link various simple individual responses together to make one, longer complex behavior. (e.g, forwards chaining, backward chaining, total task presentation).

151
Q

Incidental Teaching Techniques

A

Generally speaking, incidental teaching refers to teaching that “takes advantage” of naturally occurring opportunities to teach, often with student-initiated activities. In clinical usage, this is often used when discussing generalization training, with skills being practice with stimuli “accidentally” encountered in generalized settings (actually pre-arranged conditions)

152
Q

Direct Instruction (DI)

A

A form of teaching that is heavily based upon behavioral principles. Students are taught in groups that are made up of student at roughly the same academic level, there is scripted and fast-paced presentation of materials, students respond as a group as well as individually, and there is a very high degree of student-instructor interaction with error correction and positive reinforcement for correct responding.

153
Q

Personalized System of Instruction (PSI)

A

Referred to as the “Keller Method” in honor of Fred S. Keller. PSI emphasizes students working independently and moving at their own pace through material, achieving mastery criterion of one module before moving on to the next, the use of teachers as “couches” or as supplements rather than as the primary source of teachings, and constant feedback (often written) back and forth between teacher and student. To use this method effectively, carefully constructed and empirically-verified modules must be created prior to attempts to teach.

154
Q

Precision Teaching

A

a subset of ABA teaching methodology. Instructional methodology is based upon precisely targeted and often continuously self-monitored behavior, generally with the use of a standard celeration chart.

155
Q

Discrete Trial

A

Any operant whose response rate is controlled by a given opportunity to emit the response. Each discrete response occurs when an opportunity to respond exists. (Discrete trial, restricted operant, and controlled operant are synonymous technical terms.)

156
Q

Discrete trial Teaching

A

Error less learning and no prompt. Baseline data is taken. Goal is to improve lagging skills.

157
Q

Contingency Contracting

A

A statement, often written and agreed to by two or more parties (e.g, student and interventionist).

158
Q

Behavioral Contracts

A

AKA Contingency Contract- mutally agreed upon document between parties (e.g., parent and child) that specified a contingent relationship between the completion of specified behavior(s) and access to specified reinforcer(s).

159
Q

Token Economy

A

A system whereby participants earn generalized conditioned reinforcers (e.g., token, chip, points) as an immediate consequence for specific behaviors; participants accumulate tokens and exchange them for items and activities from a menu or backup reinforcers.

160
Q

Token Training

A

Depends on the function of learner.

  • Verbal- take one 30 min to 60 min session.
    1. system should be given. Instructor might describe the system.
    2. Model the procedure for token delivery. (e.g, learner emitting target behavior receives a token)
    3. Model procedure for the token exchange. (e.g, take to school store)
161
Q

Level System

A

Type of token economy in which the participant move up or down a hierarchy of levels contingent on meeting specific performance criteria with respect to the target behaviors.

162
Q

Interdependent Group Contingency

A

All members of group must meet the criterion of the contingency (individually and as a group) before any member earn a reward.

163
Q

Independent Group Contingency

A

Arrangement in which a contingency if presented to all member of a group but reinforcement is only delivered only to those group members who meet the criterion outlined in the contingency.

164
Q

Dependent Group Contingency

A

The reward for the whole group is dependent on the performance of an individual student or small group.

165
Q

Stimulus Equivalence

A

The emergence of accurate responding to untrained and non-reinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus–stimulus relations. A positive demonstration of reflexivity, symmetry, and transitivity is necessary to meet the definition of equivalence.

166
Q

Symmetry

A

A type of stimulus to stimulus relationship in which the learner, without prior training or reinforcement for doing so, demonstrates the reversibility of match sample and comparison stimuli (e.g., A=B, then B=A) . (word to pic, pic to word)

167
Q

Reflexivity

A

A type of stimulus to stimulus relation in which the learner, without prior training or reinforcement for doing so, selects a comparison stimulus that with as the same stimulus (e.g, A=A) (pic to pic, pic to pic)

168
Q

Transitivity

A

A derived (ie, untrained) stimulus-stimulus relations (e.g., A=C, C=A) that emerges as a product of training two other stimulus-stimulus relations (e.g., A=B and B=C) .

169
Q

Behavioral Contrast

A

The phenomenon in which a change in one component of a multiple schedule that increases or decreases the rate of responding on that component is accompanied by a change in the response rate in the opposite direction on the other, unaltered component of the schedule.

170
Q

Behavioral Momentum

A

A metaphor to describe a rate of responding and its resistance to change following an alteration in reinforcement conditions. The momentum metaphor has also been used to describe the effects produced by the high-probability (high-p) request sequence.

171
Q

High-P Procedure

A

An antecedent intervention in which two to give easy tasks with a known history of learner compliance (the high-p request) are presented in quick succession immediately before requesting the target task, the low-p request. AKA interspersed request

172
Q

Matching Law

A

The allocation of responses to choices available on concurrent schedules of reinforcement; rates of responding across choices are distributed in proportions that match the rates of reinforcement received from each choice alternative.

173
Q

Self-Management

A

The personal application of behavior change tactics that produces a desired change in behavior.

174
Q

Self Monitoring

A

A procedure whereby a person systematically observes his behavior and records the occurrence or nonoccurrence of a target behavior.
AKA self-recording, or self observation

175
Q

Stimulus Generalization

A

When an antecedent stimulus has a history of evoking a response that been reinforced in its presence, the same type of behavior tends to be evoked by stimuli that share similar physical properties with the controlling antecedent stimulus.

176
Q

Response Generalization

A

The extent to which a learner emits untrained response that are functionally equivalent to the trained target behavior.

177
Q

Multiple Exemplar Training

A

Instruction that provides the learner with practice with a variety of stimulus conditions, response variations, and response topographies to ensure the acquisition of desired stimulus controls response forms; used to promote both setting/situation generalization and response generalization.

178
Q

Programming Common Stimuli

A

A tactic for promoting setting/situation generalization by making the instructional setting similar to the generalization setting; the two step process involves (1) identifying salient stimuli that characterizes the generalization setting and (2) incorporating those stimuli into the instructional setting.

179
Q

Teaching Loosely

A

Randomly varying functionally irrelevant stimuli within and across teaching sessions; promotes setting/situation generalization by reducing the likelihood that (a) a single or small group of noncritical stimuli will acquire exclusive control over the target behavior and (2) the learner’s performance of the target behavior will be impeded or “thrown off” should he encounter any of the “loose” stimuli in the generalization setting.

180
Q

Discriminative Stimulus

A

A stimulus presence of which responses of some type have been reinforced and in the absence of which the same type of responses have occurred and not been reinforced; this history of differential reinforcement is the reason an SD increases momentary frequency of the behavior.

Applied Behavior Analysis COPY (2 decks)

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