ABA Lesson 1&2

Question 1

Empiricism (lesson 2)

Answer 1

The theory that knowledge derives from sensory experience.

e.g., sight, hearing, or touch

Question 2

Law of Effect

Answer 2

Behaviors followed by pleasant consequences are likely to be repeated. Behaviors followed by unpleasant consequences are not likely to be repeated.

Question 3

Classical Conditioning

Answer 3

Learning process in which a neutral stimulus (NS, such as the sound of a bell) becomes a conditioned stimulus (CS) through repeated pairing with an unconditioned stimulus (US, such as food).

Question 4

Stimulus

Answer 4

Any environmental event that elicits a behavioral response.

Question 5

Unconditioned stimulus (US)

Answer 5

A stimulus that elicits a reflexive response; a naturally occurring reaction in an organism

Question 6

Conditioned Stimulus (CS)

Answer 6

1) A previously neutral stimulus that takes on the eliciting properties of an unconditioned stimulus through repeated pairings with that unconditioned stimulus.
2) Stimulus that is initially neutral (such as the sound of a bell) and produces no reliable response in an organism.

Question 7

Neutral Stimulus (NS)

Answer 7

A stimulus that does not elicit the response of interest.
e.g. Sound of a bell

Question 8

Reflex? How it’s called?

Answer 8

An automatic response to an unconditioned stimulus that occurs in all members of a species. Also called an unconditioned response (UR).

Question 9

Generalization

Answer 9

1) Conditioned responding that happens with novel neutral stimuli that was never paired with other conditioned or unconditioned stimuli.
2) Process by which the CR is observed even though the CS is slightly different from the original one used during acquisition (process by which we get info into our brains - the initial learning of info).

Question 10

Operant

Answer 10

1) The Basic Unit of Behavior

Question 11

Operant Conditioning

Answer 11

1) Responding is conditioned through manipulation of consequences according to the law of effect.
2) Type of learning in which the consequences of an organism’s behavior determine whether it will be repeated in the future. It involves the modification of behavior by the reinforcing or inhibiting effect of its own consequences (rewards or punishment).

Question 12

Three-Term Contingency

Answer 12

A contingency can be either a reinforcement or punishment that occurs after a behavior has been expressed by an individual or group.
Behavior is explained by analyzing it according to the antecedent stimuli and the consequences that follow; i.e., antecedent - behavior - consequence.

Question 13

Reinforcer

Answer 13

Stimulus change that follows a behavioral response and increases the likelihood that response will occur again (strengthens the behavior).

Question 14

Punisher

Answer 14

Stimulus change that follows a behavioral response and decreases the likelihood of the response recurring (weakens the behavior).

Question 15

Radical Behaviorism

Answer 15

School of behaviorism that views behavior as a natural event resulting exclusively from interactions with the environment.

Question 16

ABC Recording

Answer 16

A method of descriptive data collection in which the antecedents and consequences surrounding a behavior of interest are recorded.

Question 17

Motivating Operation (ask)

Answer 17

1) An event or condition that alters the value of consequences and the probability of behaviors that have been previously associated with such consequences. MOs may be categorized as establishing or abolishing (cancelling).
2) the motivations that encourage or discourage certain behaviors. Their purpose is to enhance or reduce the reinforcement value, which could impact the effectiveness of a certain event or stimulus.
Establishing operations means that we’re more likely to want the reinforcer and therefore more likely to engage in the behavior, whereas abolishing operations do the opposite.
So some people even advocate now that we move away from the three term contingency and talk about the four term contingency with motivating operations being to the left of the antecedent!!

Question 18

Single Subject Design

Answer 18

Research method in which treatment effectiveness is shown by demonstrating change from one condition to the next in an individual or small group.

Question 19

Token Economy

Answer 19

A system of behavior change in which desired behaviors are reinforced with tokens, which can be accumulated and exchanged for other reinforcers.

Question 20

Positive Behavior Support

Answer 20

An approach to supporting people who have challenging behavior that utilizes applied behavior analysis aligned with the values of normalization and person-centered care.

Question 21

Functional Analysis

Answer 21

Direct form of functional behavior assessment in which antecedents and consequences are systematically tested to determine the controlling variables of a specific target behavior.
- Rather than observing the person in their natural environment and waiting on the behavior to occur, the person instead is brought into a bit of a laboratory setting and placed into contrived situations that are designed to elicit the behavior under controlled circumstances. The clinician or experimenter ensures that only one type of antecedent occurs and then only one type of consequence occurs at a time. So this allows very clear differentiation between the different functions of behavior.

Question 22

Functional Communication Training

Answer 22

A differential reinforcement technique that teaches the person to engage in communicative responses as a replacement for problem behavior.

Question 23

Delay/Denial Tolerance

Answer 23

A component of functional communication training that teaches the learner to first accept delays in receiving requested items/activities, then to accept denials, without displaying problem behavior.

Question 24

Confirmation Bias (lesson 1)

Answer 24

The tendency to trust (lend credence) facts that support our beliefs and dismiss those that do not.
2) The tendency to consider only the evidence that supports our hypothesis, including asking only the questions that will lead to the expected answer. We “cherry- pick” the info and accept only the evidence that supports what we already think.

Question 25

Science?

Answer 25

Systematic study of worldly phenomena through observation and experiment

Question 26

Tenet?

Answer 26

A widely held principle or belief

Question 27

Behavior Analysis?

Answer 27

The science of human behavior

Question 28

Applied Behavior Analysis?

Answer 28

The scientific practice of applying the principles of behavior analysis to solve socially meaningful human problems. Applied Behavior Analysis, often called ABA for short, helps people to learn new skills and modify ineffective or problematic behavioral repertoires.

Question 29

Behavior?

Answer 29

Any human action that can be observed and measured

Question 30

Functional Behavior Assessment (or FBA)

Answer 30

A process for determining the environmental events that elicit problem behavior

Question 31

Function (in ABA)?

Answer 31

How a behavior is used to meet the reinforcement needs of the person exhibiting it. The purpose of a behavior.

Question 32

Behavior Reduction Plan (BRP) / Behavior Intervention Plan (BIP)

Answer 32

A written set of instructions for teaching behavioral skills to replace problem behavior. - The behavior reduction plan will contain instructions for teaching the person to display more appropriate behaviors in those situations in which he or she has been responding pragmatically.

Question 33

Skill Acquisition Plan

Answer 33

A set of teaching procedures for achieving goals that have been broken down into benchmark objectives (control goals) - the behavior analyst specifies the goals that are to be achieved and benchmarks for progress, as well as the teaching procedures, which are very specific.

Question 34

What implementing group ABA programs, it is important to monitor !!

Answer 34

1) Processes - Student/Employee Behaviors - Student/Employee Performance Indicators - Teacher/Administrator/Manager/Supervisor Activities - Student/Employee Reinforcer Surveys 2) Outcomes - Classroom Behavior Management Systems - Performance Monitoring Systems - Rewards/Incentive Programs - Organizational Training Protocols

Question 35

What are the steps in scientific method? (!!)

Answer 35

1) Observe Observation often begins with something a person happens to notice in the course of their work, but proceeds as a more systematic form of observation. For example, I might notice Francis attempts to hit people more often right after meals. To conduct a more systematic observation, I will plan to observe Francis at scheduled intervals throughout the day and record how often he tries to hit. 2) Define We define what we observed in order to form a hypothesis to test. Defining precisely is crucial, as any variances in definition will affect the study's outcomes. Recall that behaviorists use observable, measurable definitions. If Fred had an increase in hitting at 8 am and 6 pm, but not at noon, we might define his hitting attempts not as occurring not at "mealtimes" but as "breakfast" and "supper." 3) Hypothesize Taking the definition of the problem we have formed, we now speculate about factors that contribute to it and form one or more hypotheses to test. This process is driven by previous experience (ours and others' - so we do our research!). For Fred, we may begin by pondering what is different about lunch? Maybe Fred takes (or does not take) a medication at lunch; maybe the types of foods served are different; maybe the location is different.... We seek additional information to determine which hypotheses are plausible enough to test. 4) Test Once the hypothesis is formed, we consider how we can design one or more scenarios to determine if it has merit. Suppose we want to test the hypothesis that Fred hits more at breakfast and supper because the dining room is more crowded. At lunch, some of his housemates at the group home are at work or day programs. What scenarios would be useful to design for testing? 5) Conclude During testing, we collect data, and that data is what we use to draw conclusions. So, it is very important that we note and consider any variations from the design of our study. For example, if Fred was sick and ate in his room, or if a holiday occurred during the week and many of his housemates left, we could not say that fewer attempts at aggression were attributable to fewer people in the dining room with him while he ate.