AKA Flashcards
(228 cards)
1
Q
single stimulus preference assessment
A
successive choice
2
Q
experimental control
A
functional relation
analysis
control
3
Q
Reversal design
A
ABAB
withdrawl
4
Q
Type I error
A
false positive
when you think something had an effect but it didn’t
ex: Telling a man he’s pregnant
statistical analysis
5
Q
False positive
A
statistical analysis
6
Q
False negative
A
visual analysis
7
Q
Type 2 error
A
false negative
occurs more often
visual analysis
8
Q
magnitude
A
intensity
force
severity
9
Q
topography
A
definitional measure
10
Q
Alternating treatment
A
multi-element concurrent simultaneous multiple schedules you can have a final phase! no baselines!
11
Q
confounding variable
A
uncontrolled
ex: weather, sickness
12
Q
extraneous
A
environment
13
Q
interval by interval
A
time sampling
point by point
14
Q
frequency polygon
A
line graph
15
Q
line graph
A
Cartesian plane
16
Q
trend line
A
direction
line of progress: first data point to the last data point
17
Q
component analysis
A
which part of intervention is working
comparing IV’s
18
Q
parametric analysis
A
dosage
19
Q
non-parametric
A
on/off
20
Q
equal graph
A
line
scatterplot
bar
graph
21
Q
scatterplot
A
pattern analysis
22
Q
independent variable
A
time
sessions
hours
23
Q
3 parts of baseline logic
A
prediction
verification
replication
24
Q
powerful design to demonstrate functional relationships
A
ABAB
reversal
25
how many phases do you need to show functional relation?
3 data points
26
design to use for dangerous behaviors
BAB
| intervention--> baseline-->intervention
27
threats to internal validdity
maturation
subject confounds
setting confounds
28
internal validity pg.232
```
M-I-S-S
measurement confounds: bias
setting confounds
independent variable confounds
subject confounds
```
29
treatment integrity
procedural fidelity
30
maturation
subject confounds
31
bootleg reinforcement
setting confounds
32
PLACHECK
momentary
time sampling
group
33
with-drawl design
DON'T use with SIB
34
multiple probe
use when your trying to see if behavior is in their repertoire
35
changing criterion design
only use for ONE behavior
36
sequence effects
happens the most with multiple treatment reversals
| not sure which intervention is having a functional relation on behavior.
37
multiple treatment intereference
alternating treatment
| NOT taking any treatments away!
38
disadvantage to alterntating treatment design
I-S-U
irreversibility
sequence effects
unstable data-data is all over the place
39
used with maintenance and generalization
probe design
40
Advantages of alternating treatment design
no with-drawl
minimizes irreversibility
can be used with unstable data
minimal sequence effect
41
threat to internal validity
Measurement confounds-Independent variable confound -Subject confound -S- setting confound
42
concurrent design
alternating treatment design
43
matching law
behavior goes where reinforcement flows
44
Why do we use alternating treatment design?
use for SIB, PICA, etc. because you DON'T need a baseline
45
changing criterion design requirement
needs to be in client's REPERTOIRE!
46
Design that shows experimental control
ABABAB
| Reversal Design
47
Withdrawal design
Target SINGLE target response
48
Reversal design
TWO separate target responses
49
alternating treatment
best to show functional relation, experimental control
50
Play condition aka
CONTROL
51
establishing operation
Increases value of reinforcement
| Deprivation
52
trend
direction of data path (downward, upward)
53
level
increasing, decreasing, stable
54
maturation
threat to internal validity (puberty)
55
FR1
Continuous R+
| CRF
56
FR2
Fixed Ratio 2
57
backward training
immediate reinforcement
58
Antecedent interventions
FCT, High P, NCR
59
Interdependent
ALL or NONE
60
Bar graphs (histograms)
best used for summary data
| comparisons
61
In-situ training
natural environment teaching (NET)
| Incidental Teaching
62
Positive punishment
```
ROSER
Reprimand
Overcorrection
Shock
Exercise
Response blocking
```
63
Negative reinforcement
Relief
Escape
Avoidance
64
Abolishing operation
Decreases value of reinforcement
| Satiation
65
masking
Behavior in repertoire
Being "masked" by confounding variables
affects stimulus control
Example: taking BCBA exam
66
overshadowing
DON'T have in repertoire.
| Client cannot learn the bx because something is interfering
67
maximize effectiveness of punishment
punish the bx in EVERY setting with the highest magnitude
68
positive practice
engage in the appropriate action repeatedly
69
restitutional overcorrection
Leaving the environment in a better state.
70
single subject design
subject acts as his/her own control
| doesn't mean only one subject in study!
71
Reversal design (BAB, ABAB)
Use with SIB behaviors
| Use if you DON't have much time
72
When irreversibility is a problem in reversal design, which design would you use?
Use DRO/DRA/DRI
73
measurement confounds
reactivity
observer drift
observer bias
74
Type II error
occurs more often
false negative
IV did NOT have an effect on DV, when it actually did
75
satiation
Abolishing operation
76
NCR
```
fixed TIME
operant
antecedent intervention
not contingent on appropriate behavior
Abolishing operation (decreases attention seeking bx)
```
77
successive approximations
Shaping
| differential reinforcement
78
Paired preference assessment
forced choice
79
successive choice
single preference assessment
single stimuli
presenting one stimuli after the other
80
anecdotal record
ABC recording
81
narrative recording
ABC recording
82
tact extension
extended tacts
83
reflexivity
identity matching
84
positive reinforcement
Type 1 reinforcement
85
negative reinforcement
Type 2 reinforcement
86
which experimental design shows control?
Reversal Design
87
What does alternating treatment designs minimize?
minimizes sequence effects
88
negative punishment
penalty principle
| penalty contract
89
Function of Bx:
Aka for automatic
sensory
| self-stimulatory
90
4 term contingency
MO/SD-R-S
| A-B-C-D
91
Imitation Training
```
F-M-I-C
Formal Similarity
Modeling
Immediacy
Controlled relation (SD)
```
92
4 types of successive reinforcement
multiple, mixed, chained, tandem
93
AKA for Simultaneous compound schedule
concurrent, alternative, conjunctive
94
limited hold
window of opportunity
95
response prompts
M-V-P
model
verbal
physical
96
stimulus prompts
M-P-P
movement
position
pairing (redundancy cue)
97
response induction
response generalization
98
successive approximation
shaping
99
redundancy cue
pairing
100
echoic
Point To Point correspondence
Formal Similarity
Verbal imitation
101
experimental analysis
Functional Analysis
| Analog assessment
102
2 types of assessments
ID
indirect
direct
103
generative learning
generalization
| derived relations
104
forced choice preference assessment
paired preference assessment
105
non-exclusionary time out
```
I-W-O-R a Ribbon!
ignore
withdrawal
observation
response cost
```
106
Response cost
Direct fine
| bonus response cost
107
exclusionary time out
RPH
time out Room
Partition
Hallway
108
forward chaining
easy
| most common with teachers
109
total task
use when teaching new behaviors
| use when client knows some behaviors
110
2 components of differential reinforcement
shaping
| extinction
111
textual
codic
Point To Point correspondence
verbal behavior
112
transcription
Point To Point correspondence
codic
verbal behavior
113
socially mediated negative reinforcement
ESCAPE
114
stimulus-stimulus pairing
conditioning/conditioned
115
self-recording
self-monitoring
| self-observation
116
three-term contingency
contingency of reinforcement
| A-B-C
117
higher order conditioning
secondary conditioning
118
unconditioned punisher
primary
| unlearned punisher
119
General case analysis
General case strategy
120
schedule induced behavior
adjunctive behavior
121
High P
Pre-task Requests
Interspersed Requests
Behavior Momentum
122
SP
punishment
123
4 phases of an FBA assessment
```
APIE:
Assessment
Plan
Implement
Evaluate
```
124
Behaviorism
conceptually systematic
125
Explanatory fiction
"knows, wants, thinks"
126
3 problems of Alternating Treatment Design
I-S-U
irreversibility
sequence effects
unstable data
127
stimulus equivalence
RST:
reflexivity
Symmetry
transitivity
128
Derived relation in stimulus equivalence
transitivity
129
3 components of contingency contract
BiRD:
Behavior
Reward
Data
130
principle of ABA
PER:
punishment
extinction
reinforcement
131
primary reinforcer
```
sex
water
oxygen
sleep
activity
warmth
food
```
132
secondary reinforcer
money
| tokens
133
Derived relations
unlearned
| untaught
134
2 types of shaping methods
AW
Across &
Within - response topography
135
self management
self control
136
FCT
DRA
DRC
Antecedent intervention
find the function of bx before implementing FCT.
137
DRI
Topography
138
grandma's law
Premack principle
139
direct assessment
FA
observation
scatterplot
ABC recording
140
habilitation
Long term reinforcers
| adjust to more naturalistic settings
141
Habituation
Respondent
Seeing the same joke over and over again, it becomes less funny
Changing diapers and getting used to the smell
142
Adaptation
Operant
143
Loose degree of stimulus control
stimulus generalization
| multiple stimuli-one response
144
Tight degree of stimulus control
stimulus discrimination
| example: teach difference between color red and blue
145
open ended preference assessments
ask the client
| ask the parent
146
pattern analysis
scatterplot
147
preliminary assessment
indirect assessment
helps with direct assessment
Example: review medical records
148
preference assessment
ask: person, significant other, pre-task choice
free operant: contrived, naturalistic observation
trial based: single, paired, multiple
149
reinforcer assessment
concurrent
multiple
progressive ratio
150
multiple schedule
2 or more R+ schedules
1 BX
Different SD's
Successive presentation- one after the other
example:
Sitting in one’s seat is reinforced about every 5 minutes, throughout class (VI5) for one teacher (Sd1), but only at the beginning of
class (Sd2) for another teacher (FR1).
151
concurrent schedule
2 or more schedules of R+
2 or more BX's
possible SD
each schedule has it's own contingency
Matching law- "bx goes where R+ flows"
simultaneous- happening at the same time!
Example: Lilly receives higher rates of reinforcement for B1 (raising hand) to gain teacher attention compared to B2 (calling out the answer). Lilly will choose to raise her hand.
152
alternative schedule
EITHER/OR
Either a ratio schedule or an Interval schedule to access R+
2 or more R+ schedules
1 BX
SD- sometimes
simultaneous- happening at the same time!
Example:
Learner has to make 5 correct responses (FR5) OR finish a problem at the table with therapist at the culmination of 10 minutes (FI10) for reinforcement to be provided.
153
pivotal behaviors
self-initiated behaviors
untaught behaviors
things we are born with: making jokes, eye contact
154
behavioral cusps
behaviors that you are taught how to do: reading, walking, driving
That open your world up to new contingencies
155
matching to sample
at least have 3 cards and have child match to the sample card
SHOULD'NT be more than 3!
156
discrete trial training
one trial then reinforce
A-B-C contingency
157
Examples of Behavior cusps
```
Reading
Walking
Crawling
generalized imitation (GMI)
driving
```
158
Examples of Pivotal behaviors
```
Joint attention
Self initiation
Social skills
eye contact
self initiation
joint attention
motivation
initiation
jokes
```
159
5 phases of assessment
Sun Dance Party My Friends!
```
screening
define target problems & criteria
pinpoint target behaviors
monitor
follow up
```
160
contrived
set up the environment
161
response maintenance
make sure client still knows and is maintaining the bx via natural contingencies
162
general case analysis examples
teach client how to use different laundry machines, sinks, how to order coffee on app for Starbucks, etc.
163
hailitation
operant
| generalization
164
habituation
respondent
165
program for common stimuli
Bringing real environment into training environment.
example: ABA session and I am dressed up as a Starbucks employee, I have client buy coffee
166
ontogeny
Operant
| trained
167
phylogeny
Respondent
| untrained
168
abc continuous recording
record up to 20-30min
checklist
hard to do when you are the one managing bx's
169
abc narrative recording
take data ONLY when bx occurs
185
four term contingency
used with operant & always with imitation
186
Reversal
Shows highest functional control
187
Scored IOA
Use when bx didn’t occur often
188
Unscored IOA
Use with high frequency bx
189
Direct assessments
ABC recording
Functional Analysis
Scatterplot
190
HabiLitation
LONG TERM REINFORCERS
adjustment
Is it age appropriate?
Is this important for client?
191
Indirect assesments
questionnaire
interview
surveys!
192
high p request
behavior momentum
interspersed request
2-5 high p's prior to low p
ANTECDENT INTERVENTION!
193
competency based training
description, written description, demonstration, role play, feedback rehearsal, repeat whereas performance monitoring is you are given a score or monitored based on a rubric
194
fluency, standard celeration chart, STUDENT ALWAYS RIGHT
precision teaching
195
SD, prompt, response, reinforcement
DTT
| Discrete trial training
196
Lovaas
DTT
| Discrete trial training
197
Scripts, choral responding
PSI
| Personalized system of instruction
198
Semi logarithmic
Precision teaching
| Used for fluency
199
Engleman
DI
| Direct Instruction
200
Direct instruction
Fast paced
201
Keller Plan
PSI
| Personalized system of instruction
202
FCT
antecedent intervention
DRC
DRA
203
Grandma's Law/Rule
First/Then
Premack Principle
ANTECEDENT INTERVENTION!
204
3 reasons we abide by ethics
don't want to cause harm
meaningful change
standards: maintain professionalism
205
informed consent
decide
voluntary
knowledge of treatment
206
4 ways to create integrity system
specify
train
monitor
reinforce
207
Equal interval graph
Add subtract charts
208
social positive reinforcement
attention
209
Artifacts occur with...
Partial
Momentary
Discontinuous
210
Most stringent method of IOA
Exact count IOA
211
A prompt is only considered a prompt IF it evokes the CORRECT response
A prompt is only considered a prompt IF it evokes the CORRECT response
212
Most crudest
Total count
213
MELT
Most stringent=exact count per interval
| Least stringent= total count IOA
214
DRD
Rate
215
DRL
IRT
216
fixed interval
has to do with RESPONSE
217
multiple interference tx
alternating tx
218
Watson
Operant conditioning
219
Skinner
Operant conditioning
220
Pavlov
Respondent conditioning
221
SR model
operant conditioning
222
semi-logarthmic
intervals ARE NOT equal!
223
POD
partial overestimates duration
224
PUR
partial underestimates rate
225
WUD
whole underestimates duration
226
DTT
lovaas
percent correct
SD, prompt, response, reinforce
227
DRA
DRC
FCT
alternative bx
228
DRI is a subtype of DRA
DRI is a subtype of DRA
229
concurrent schedule DESIGN
Alternating tx
230
extranous variables
noise, light, temperature
231
confounding variables
sickness
death in family
sleep
maturation
232
CS-CR
respondent
pairing
learned
233
continuous measurement
event recording
rate, freq, count
discontinous bx
234
Skinner
Operant
Radical
Private events
3 term contingency
235
response
one instance of bx
236
behavior
several responses of bx
237
functional relation
functional control
experimentation
FA
238
Scored IOA
take all intervals that observer scored.
| divide # of intervals where observers agreed and divide by the total # of scored intervals x 100
239
Experimental question
Research question
240
FCT
Need to find function of bx before implementing FCT
241
ABC narrative recording
Sequence analysis
242
Experimental analysis
Functional analysis
243
Functional analysis
Experimental analysis
