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Acronyms Flashcards

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1
Q

3 Levels of Scientific Understanding

A

“Drive Pretty Cars”

D- Description
P- Prediction
C- Control

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2
Q

6 Attitudes of Science/Philosophical Assumptions of Behavior

A

DEERPP - “The Deer has an attitude!”

D- Determinism
E- Empiricism
E- Experimentation
R- Replication 
P- Parsimony
P- Philosophical Doubt
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3
Q

7 Dimensions of ABA

A

BATCAGE

B- Behavioral #TargetBXinNeedofImprovement #observable #measureable

A- Applied #SociallySignificant

T- Technological #OperationallyDefine #Recipe

C- Conceptually Systematic
#Tiebacktothebasics #PER #AbaPrinciples

A- Analytic #ExperimentalControl #ManipulatingtheIV

G- Generality #acrossbehaviors #acrosssettings #acrosspeople

E- Effective #Does the intervention work?

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4
Q

4 Branches of behavior Analysis

A

CASE

C- Conceptual Analysis of BX (behaviorism- philosophical, theoretical, methodological, historical).

A- ABA (Socially Significant research, BCBA’s assess, monitor, analyze, revise & communicate).

S- BX service delivery (other professionals, excluding
BCBA’s – OBM, sports, psychology, animal training, etc.)

E- Experimental Analysis of bx (EAB: Labs, mice.)

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5
Q

3 principles of Behavior

A

PER

P- Punishment
E- Extinction
R- Reinforcement

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6
Q

3 types of nervous systems

A

PIE

P- Proprioceptive
I- Interoceptive
E- Exteroceptive

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7
Q

3 Types of stimulus Class

A

“For the Fun”

F- Formal (physical features of stimuli)
T- Temporal (temporal relationship of antecedents and consequences)
F- Functional (effect of the stimulus on the BX)

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8
Q

5 Types of Positive Reinforcers

A

EATSS

E- Edible
A- Activity
T- Tangible
S- Social
S- Sensory
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9
Q

5 types of positive punishment interventions

A

ROSER

R- Reprimands
O- Overcorrection
S- Shock
E- Exercise
R- Response Blocking
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10
Q

2 Response Cost Methods

A

“BEST FRIENDS”

B- Bonus response Cost
F- Fines/direct fines

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11
Q

4 Types of non-exclusionary Time out

A

“I-WOR, A RIBBON”

I- Planned Ignoring
W- Withdrawal of specific positive reinforcer
O- Contingent Observation
R- Ribbon/time-out ribbon

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12
Q

3 Types of Exclusionary Time out

A

RPH

R- ROOM (time out room)
P- PARTITION
H- HALL

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13
Q

3 types of extinction

A

PAN

P- Positive Reinforcement
A- Automatic Reinforcement
N- Negative Reinforcement

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14
Q

3 parts of stimulus equivalence

A

RST

R- reflexive
S- Symmetry
T- Transitivity

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15
Q

7 strategies to promote generalization

A

CLEMING

C- Common Stimuli:
Taking SD’s/stimuli from natural environment into the teaching environment.
(ensuring the same SD’s & stimuli exist in both the instructional & generalization setting)

L- Loosely Training:
changing non-critical components (varying)
(hair up/down, make-up on/off, upstairs/dowstairs)

E- Multiple Exemplars:
(teach sufficient examples. i.e., “bye, see you later, tootles!”)

M- Mediate:
(parents, caregivers, teachers being instructed/participating in treatment)

I- Indiscriminable contingencies:
(don’t know when R+ is coming)

N- Negative Teaching Examples:
(teaching when it’s not appropriate to display a bx)

G- General Case Analysis:
(diff stimuli & response variations. i.e., diff vending machines, diff ways to use the sink)

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16
Q

5 Phases of Assessment

A 
"Small Dick Pics are My Fav"
"Sun Dance Party, My Friends"
1. Screening
2. Defining problems bx's & desired criteria
3. Pinpoint target bx's
4. Monitor
5. Follow up
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17
Q

6 Verbal Operants

A

EMITTT

E- Echoic 
M- Mand
I- Intraverbal
T- Tact
T- Textual
T- Transcription
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18
Q

4 types of tact extensions

A

“Studying Makes Me Grin”

S- Solistic
poor use of language
i.e., “you speak good”

M- Metonymical
irrelevant, but related feature
i.e, saying “candle” when you see a lighter.

M- Metaphorical
Metaphor
i.e., “his heart is cold as ice”

G- Generic
generalizing stimuli
i.e., saying “stop n shop” when you see Whole Foods.

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19
Q

4 basic schedules of intermittent reinforcement

A

F- fixed ratio (FR)
V- Variable ratio (VR)
F- Fixed Interval (FI)
V- Variable Interval (VI)

FR- [high rates of responding, FATRATS: step like]
VR- [steepest most resistent to EXT, VROOM!]
FI- [FISH: scalloped, slow to moderate responding, easiest to extinguish]
VI- [steady, slow to moderate responding]

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20
Q

3 variations of intermittent differential reinforcement schedules

A

“Heavy Duty Love”

DRH
DRD
DRL

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21
Q

7 compound schedules of reinforcement

A

Come Move My Car To Atlantic City

C- concurrent schedules (CONC) – matching law
M- Multiple Schedules (MULT). [M&M- sister schedules]
M- Mixed Schedules (MIX)
C- Chained Schedules (CHAIN)
T- Tandem Schedules (TAND) [chained & tandem- sister schedules]
A- Alternative Schedules (ALT)
C- Conjunctive Schedules (CONJ)

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22
Q

4 phases of intervention

A

A PIE

A- assessment
P- Planning
I- Implementation
E- Evaluation

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23
Q

4 ways to inquire information for assessment

A

“Come On, It’s Terrible!”

C- checklists
O- observations
I- interviews
T- tests

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24
Q

4 functions of problem behavior

A

SEAT

S- sensory
E- Escape
A- Attention
T- Tangible

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25
3 characteristics of good operational definitions
"you down with, *OCC*?" O- Objective (observable/measureable) C- Clear (unambiguous) C- Complete (boundaries- examples/non-examples)
26
3 ways to gauge a learner's bx during a free operant preference assessment.
ACE A- approach C- contact E- Engagement
27
3 types of trial based methods of stimulus preference assessments
PMS P- Paired Stimulus M- Multiple Stimulus w/ & w/o replacement S- Single Stimulus
28
4 patterns of baseline data
DAVS D- Descending A- Ascending V- Variable S- Stable (No trend)
29
3 parts of baseline logic
PVR P- Prediction V- Verification R- Replication predicting behavior will change when you implement IV. Affirmation of the consequent.
30
5 Experimental designs
MCRAW ``` M- Multiple Baseline C- Changing Criterion R- Reversal A- Alternating Treatments W- withdrawal ```
31
6 AKA's for alternating txt design
SCAMMM ``` S- Simultaneous Treatment Design C- Concurrent Schedules Design A- Alternating Treatments Design M- Multi-element Baseline Design M- Multi-element Design M- Multiple Schedule Design ```
32
3 Problems avoided by the alternating treatments design
ISU I- Irreversibility S- Sequence effects U- Unstable data
33
4 confounding threats to internal validity
MISS M- Measurement confounds: Observer drift, reactivity, observer bias I- Independent Variable Confounds: IV is complicated & given together (money + attention) S- Subject confounds (maturation) S- Setting confounds: Bootleg reinforcement
34
3 dimensional quantities
"RAT-A-TAT-TAT!" R- repeatability T- temporal extent T- temporal locus
35
3 types of repeatability measures
"REPEAT AFTER ME!" C- count R- rate C- celeration
36
3 procedures for measuring behavior
"Every Trippin' Time!" E- event recording T- Timing T- Time Sampling
37
3 forms of time sampling/interval recording
"WITS, PITS, MITS." W- whole interval recording P- partial interval recording M- momentary time sampling
38
3 indicators of trustworthy measurement
VAR- "Very Awesome Results" V- validity A- Accuracy R- Reliability
39
3 purposes of graphs
CAID C- communicate A- Assess I/D- IV/DV
40
5 types of aba graphs
"Little Boys Can Sure Skate!" ``` L- line graph B- bar graph C- cumulative record S- scatter plot S- semilogarithmic chart ```
41
3 fundamental properties of bx change
LTV L- level T- trend V- variability
42
6 steps to a split-middle line of progress
"Count Divide Mid Mid Quarter Split" ``` C- count D- divide M- Mid-rate M- Mid-Date Q- Quarter: Quarterly-intersect line of progress S- Split Middle line of progress ```
43
4 Bx environment relations that functionally define imitation
FMIC F- Formal Similarity M- Model I- immediacy C- controlled relation (controlling variable-- SD)
44
2 types of shaping methods
"AW!" Shaping Across topographies: (measurement change) Shaping Within topographies: (behavior changes)
45
4 behavior chaining methods
FB-BLAT F- forward chaining B- backward chaining BLA- backward with leaps ahead T- total task
46
6 types of differential reinforcement
HILOAD ``` H- DRH I- DRI L- DRL O- DRO A- DRA D- DRD ```
47
3 components of contingency contracts
BiRD B- Bx R- Reward D- Data
48
3 types of group contingencies
DII D- dependent contingency: "Pressure is on me!" (hero procedure- one person or small group must meet criteria for everyone to earn reinforcement) I- independent contingency: "Me, Myself and I!" (only individuals who meet criteria, earn reinforcement) I- interdependent contingency: "All for one, and one for all!" (all individuals must meet criteria for reinforcement)
49
Fixed Ratio Intermitten Reinforcement
FAT-RATS ``` Fixed Ratio Steps Ratio Strain high steady rates of responding post reinforcement pause ```
50
4 ways to describe the Y-axis
"YO, it's the DV!" or "Y you ordinate (amazon order)?" Y- y-axis O- Ordinate D- Dependent Variable V- Vertical
51
3 conditioned motivating operations
"Come ReST" CMO-R CMO-S CMO-T
52
2 intermittent schedules that create post reinforcement pauses
"Fix It, Right now!" Fixed Ratio Fixed Interval
53
4 ways to describe the X-axis
"HI X Asshole" H- Horizontal I- Independent variable X- x- axis A- Absicca
54
4 ways to remove response prompts
"My Little Good Dog" M- Most-to-least prompting L- Least-to-most prompting G- Graduated Guidance D- Delayed Prompting
55
2 ways to remove stimulus prompts
"For Sure!" F- Stimulus Fading S- Stimulus Shape Transformations (shaping)
56
4 ways to create a procedural integrity system
"Someone Trained Me Right!" S- Specify T- Train M- Monitor R- Reinforce
57
4 ways to effectively monitor staff performance
IFOF: "I'm Friendly, but Occasionally Fail" I- inform F- Friendly O- Overt F- Feedback
58
4 essential components of a bx support plan
BACE: B- Behaviors A- Antecedents C- Consequences E- Environmental Set-ups
59
3 Reasons why we abide by ethics
"My High Standards" M- Meaningful change H- Harm S- Standards
60
5 documents that describe professional and ethical conduct
"TLC, Eating Peanut Butter Together" Task List: 4th edition, 2015. Code: Professional and ethical code, 2016. Education: right to an effective education- (Association for Behavior Analysis), 1990. Psychologists: ethical principals of psychologists and code of conduct (American Psychological Association, APA), 2012. BT- Behavioral treatment: the right to a behavioral treatment (Association for Behavior Analysis), 1989.
61
4 methods of maintaining professional competence
CLAC C- CEU's L- Literature A- Additional Coursework C- Conference/workshops
62
4 reasons to disclose confidential information without consent
"Consultation Protects Payment Services" C- Consultation with other professionals P- Protect client or others from harm P- Payment S- Services
63
3 required elements to ensure informed consent
CVK C- Capacity V- Voluntary K- Knowledge
64
3 types of stimulus prompts
MPP M- Movement P- Positional P- Pairing (redundancy)
65
3 types of response prompts
M-V-P! M- Modeling V- Verbal prompts P- Physical prompts
66
2 derivative measures
PT P- Percent of occurence T- Trials to criterion
67
2 definitional measures
TMz T- topography M- Magnitude (severity, force)
68
Intermittent schedule that is scalloped
FISH F- fixed I- Interval S- Scalloped
69
Labeling the Independent and Dependent Variable on the graph
DrY mIX D- dependent on Y- axis I- Independent variable on X-axis
70
Most and least stringent IOA recordings
MELT M- Most E- Exact L- Least T- Total Count
71
4 important behavior elements
DICE D- Determined (by the functional relation) I- Individual (person's interaction with the environment) C- Continuous (continuous measurement over time) E- Extrinsic (change in bx- uncontrolled factor)
72
Elements of changing criterion
LMN L- Length of phases: Long enough to achieve stable responding M- Magnitude of criterion changes: the size of the changes between each criterion should vary N- Number of criterion changes: the more criterion changes, the better. Shows experimental control
73
Precision Teaching
PLOTS- "student is always right." ``` P- Plotted on a standard celebration chart L- Lindsley O- Observable & measureable T- precision Teaching S- semi-logarithmic chart ``` extras: data, graphs, student performance
74
2 types of models
UP U- unplanned P- Planned
75
Behavior Chain Interruption Strategy
BCIS
76
Direct Instruction
DIESS D- Direct I- Instruction (fast paced- engagement & efficiency) E- Engelmann S- Script (word-for-word curriculum-TA) & specific techniques S- Small group (tested & grouped by level), choral responding (signal tells the students when to respond, vocal response in unison Correction & error prevention (minimizes errors through prompts)
77
Personalized System of Instruction
``` SKIP S- Self paced K- Keller I- Instruction P- Proctors ``` "College was Keller!" "College was personal." Fred "Keller plan" Lectures serve as reinforcement at your own pace- written teacher materials, individual study proctors- immediate scoring, repeated testing Progressive sequential units- master criteria: 90% Voluntary
78
3 schedules of reinforcement
ECI E- extinction C- Continuous I- Intermittent
79
Scored IOA
SLOWWW | low rates of bx
80
High and low rates of bx IOA recording
HULS H- High rate is U- unscored IOA L- Low rate is S- Scored IOA
81
4 Antecedent based strategies
High P FCT DRA NCR
82
The 4 conditions of reinforcement
DISC D- deprivation I- immediacy S- Size C- Contingency
83
2 types of extended mands
MS. M- Magical Mand wishing- reinforcement has NEVER occurred. i.e., "I wish I had a million dollars!" S- Superstitious Mand reinforcement occurs incidentally. i.e., yelling at the car in front, "you're going so slow, hurry up!" and they speed up or move.
84
3 types of reinforcer assessments
CMP C- Concurrent 2 stimuli up against each other to see which produces a higher rate of responding. (matching law). Shows high preference vs. low preference reinforcers. M-Multiple P- Progressive Ratio systematically thinning the schedule until you reach a breaking point (ratio strain).
85
3 rules of punishment
HIL Highest magnitude Immediacy Lowest intensity
86
The criteria for behavioral cusps | pg. 59 Cooper
RECC-SNG 1. access to new (R)einforcers 2. access to new (E)nvironments 3. access to new (C)ontingencies 4. Competition with inappropriate responses 5. Social Validity 6. Number and relative importance of people affected 7. Generativeness
87
Simultaneous Compound Schedules
CAC C-concurrent (matching law) A- Alternative (either/or) C- Conjunctive (AND/both)
88
Successive Compound Schedules
MMCT M- Multiple M- Mixed C- Chained T- Tandem
89
Compound Schedules with SD's
MACCC ``` M- Multiple A- Alternative (sometimes) C- Concurrent (sometimes) C- Chained C- Conjunctive (sometimes) ```
90
Compound Schedules without SD's
Mixed Tequila (MT) M- Mixed (all mixed up) T- Tandem (i.e., getting your groceries out of order)
91
2 types of Free Operant Preference Assessments
NC N- Naturalistic Observation C- Contrived Observation
92
3 types of "asking" preference assessments
PPS P- Person P- Pre-task Choice S- Significant Others
93
Competency Based Training
Do We Make Rice or Fries, repeat? ``` D- description W- Written M- Model R- Role-play O- Observe F- Feedback R- Repeat ```
94
Precision Teaching
PLOTS *LINDSLEY- SCC-FLUENCY* (RHYME) "Learner knows best" "The rat is always right!" Ogden Lindsley Focuses on frequency/fluency (rapid pace) Rate (fluency/time) Standard Celeration Chart (daily, weekly, monthly, yearly) Quantitive analysis (only observable behaviors)
95
Incidental Teaching
HABIT ``` H- Hart & Risley A- Contrive antecedents B- Target BX I- Interests (Preferred items/activities) T- Teaching opportunities ``` IT generalizes skills in a more natural setting.
96
3 ways to create a Task Analysis (TA)
OCD O- Observe competent/fluent person C- Consult the experts D- Do it yourself
97
Duplic
ED E- Echoic [verbal Sd- Vocal Response] D- Duplic Has point-to-point correspondence Formal similarity
98
Codic
To [De]code Has point to point correspondence no formal similarity
99
2 Codic verbal operants
CTT Textual- written SD, Vocal R Transcription- verbal SD, written R
100
3 types of Duplics
ECM Echoic- verbal SD, Vocal R Copy text- written SD, written R Mimic- signed SD, Signed R

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