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BCBA Exam Prep- 5th Ed.Task List > Applications > Flashcards

Applications Flashcards

1
Q

What involves a behavior analyst acting as more than one role in a client’s life?

A

Multiple relationships

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2
Q

Identifying socially significant goals involves identifying what?

A

Goals important to the person first, those close to them second, and society last

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3
Q

How do you tell what client has the right to choose goals for themselves?

A

ALL clients have this right

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4
Q

Describe a Multiple Stimulus with Replacement (MSW) Preference Assessment

A

An array of stimuli are presented. After the person selects which they want most, the stimuli selected remains in the array and the others are replaced with new stimuli

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5
Q

Describe a Multiple Stimulus Without Replacement (MSWO) Preference Assessment

A

An array of stimuli are presented. After the person selects which they want most, the stimuli selected is removed from the array and the others are rearranged

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6
Q

Describe a Free Operant Preference Assessment

A

The observer records the duration a person spends with each item they choose from a natural environment

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7
Q

Describe Paired (a.k.a Forced) Choice Preference Assessment

A

Two stimuli are presented and the person’s choice is recorded. All possible combinations of pairs are presented.
I.e A- B, A-C, B-C, B-D, A-D, D-C

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8
Q

Describe Single Choice Preference Assessments

A

Stimuli are presented one at a time and the behavior presented towards each one is recorded

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9
Q

What is a Descriptive Assessment?

A

Part of an FBA that involves directly observing behaviors during naturally occurring conditions- ABC Data

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10
Q

What is a Functional Analysis?

A

A type of analog system in which antecedents and consequences are systematically arranges to help determine the potential function(s) of behavior

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11
Q

What are the conditions in a Functional Analysis and what do they determine?

A

Alone- person is left alone to see if bx occurs at high rates in which it determines it is maintained by automatic reinforcement

Escape- stimulus or task removed when bx occurs to see if bx occur at high rates in which it determines it is maintained by escape/avoidance

Attention- a specific form of attention/connection is provided when bx occurs to see if bx occurs at high rates in which it determines it is maintained by attention

Control/Play- freely available reinforcement used because low rates of behavior are expected

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12
Q

What is a conditioned reinforcer? Provide examples

A

Reinforcers that gain their reinforcing properties from a history of being paired with another reinforcer/reinforcers

Tokens, money, etc.

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13
Q

What is the difference between a Stimulus Prompt and a Response Prompt?

A

Stimulus prompts involve manipulation of antecedent stimuli to cue a correct response in conjunction with the sD (making the stimulus larger than the rest, pointing, positional prompts), while response prompts operate directly on the response with no manipulation of a physical object during the prompt (HOH, model, verbal)

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14
Q

What is the difference between a Simple Discrimination and a Conditional Discrimination?

A

In a simple discrimination only one stimulus condition exerts control over a response, while in a conditional a behavior comes under the operant control of one stimulus when it is in the presence or context of another stimulus

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15
Q

How is true imitation evoked?

A

Seeing something happen and copying is without a verbal sD

without a “do this” or “copy me”

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16
Q

What is the difference between instructions and rules?

A

Instructions is a response prompt that tells you what to do, rules are a verbal statement of a contingency (not maintained by consequence)

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17
Q

What is the process of DTT?

A

sD
prompt response
consequence
pause
reintroduce sD

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18
Q

What is a Distractor Trial in DTT?

A

Has one target with two unknown choices

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19
Q

What is Random Rotation in DTT?

A

One mastered target and one trial target

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20
Q

What is the High-Probability Instructional Sequence? (High-P, Low-P)

A

Behavior momentum
High-P bxs should be in learner’s repertoire

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21
Q

What is positive practice overcorrection?

A

Having the client practice the correct behavior repeatedly after engaging in maladaptive bx

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22
Q

What is Negative Practice Overcorrection?

A

Having the client perform the maladaptive behavior repeatedly after engaging in maladaptive behavior

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23
Q

What is Restitution Overcorrection?

A

Have the client return the environment to a better condition than before the behavior was displayed

24
Q

What is the difference between Exclusionary and Non-exclusionary Time Outs?

A

Exclusionary timeouts remove the child from the environment all together, while non-exclusionary timeouts remove reinforcement but the child remains in the environment

25
Q

What are the 3 Group Contingencies?

A

Dependent - met when one person, or a select few, engage in the target bx “hero contingency”

Independent- rewards each individual in the group when they engage in the target bx. DO NOT rely on other members.

Interdependent- rewards the group when the ENTIRE group engages in the target bx

26
Q

What is a Contingency Contract?

A

A bx contract

27
Q

What is needed for a Contingency Contract?

A

Description of task (what, who, when)
What is the reward (when and how big)
Task record (routine assessment of task progression)
Consequences of not completing
Signatures of all involved

28
Q

What are the Self-Management Strategies?

A

Self-Monitoring: observe and respond to your bx you’re trying to change
Self-evaluation= evaluate your own performance relative to another standard
Self-Instruction= prompt self to engage in reponse

29
Q

Describe Training Loosely

A

Noncritical aspects of the environment are varied
(unstructured and ever-changing)

30
Q

Describe Indiscriminable Contingencies

A

Learner does not know when reinforcement will come
(fade R+ schedules, keep schedules thin)

31
Q

Describe Multiple Exemplars

A

Practice with many different stimuli and response variations
(i.e. saying, writing, texting phone number or saying to diff people)

32
Q

What is the difference between Stimulus Generalization and Response Generalization?

A

Stimulus generalization is generalization of a response across multiple stimuli, while response generalization is the generalization of multiple responses for one stimuli

33
Q

What is General Case?

A

Teaching all stimuli and responses (teach broadly)

34
Q

Describe Program Common Stimuli

A

Make the teaching setting similar to the generalized setting
(i.e. making home similar to classroom for classroom goals)

35
Q

Intervention goals should be:

A

Objective, observable, measurable, and clear

36
Q

What is the Fair-Pair Rule?

A

Whenever a bx decreased, another bx must increase in its place

37
Q

What are the 4 possible unwanted consequences of using reinforcement and how can you avoid them?

A

Satiating on the R+
A decrease in other functionally equivalent bxs not receiving R+
Reinforcing undesirable bx on accident
and difficulty transitioning away from a R+

Fade R+ quickly, reinforce all functionally-equivalent bxs, self-management, use incidental teaching, and use a variety of R+

38
Q

What are the 3 possible unwanted effects when using Extinction and how can they be avoided?

A

Intensity of extinction burst could be high
could be unethical and dangerous to place a bx on extinction
If a bx is reinforced during extinction the R+ schedule may change

Plan for extinction bursts and spontaneous recovery, ensure treatment fidelity before implementation, and ignore the bx and not the child to avoid emotional repercussions

39
Q

What are the 4 possible unwanted effects of utilizing Punishment?

A

Punishment-induced aggression
Resistance to punishment
Ethical & legal violations
Harm to a client/others

40
Q

What is an Interobserver Agreement?

A

IOA
An empirical way of measuring integrity. 2+ observers take data on treatment and compare their observed values

41
Q

IOA should be collected for __ - __% of sessions

A

25%-33%

42
Q

Describe Total Count IOA formula and process

A

Simplest IOA

smaller count/larger count *100

43
Q

Describe Mean Count-Per Interval IOA formula and process

A

Observation is broken up into intervals and the total count IOA is calculated for each interval. Add up the IOAs for all intervals and divide by total number of intervals
Ex: 1 (3/4), 2 (1/2), and 3 (5/5)
75% + 50% + 100% = 225% / 3 = 75%

44
Q

Describe Exact Count-Per-Interval IOA Formula and process

A

Most strict IOA
Percentage of intervals in which observers record the same count
Exact IOA/Total trials *100

45
Q

Describe Trial-By-Trial IOA formula and process

A

The number of intervals/trials in which the observers recorded the same occurrence

trials in agreement/total trials *100

46
Q

How do you know when to continue with an intervention unchanged?

A

There is progress, the treatment is effective, and more time is desired without changing it

47
Q

How do you know when tot continue an intervention but changed?

A

there may or may not be progress, the treatment is good but modification may be needed in some way

48
Q

How do you know when to discontinue an intervention?

A

Data indicates the treatment is ineffective.

Stop the treatment and begin to design and implement another

49
Q

Describe Treatment Drift

A

Intervention differs from original design

50
Q

Describe Observer Drift

A

The way in which outcomes are measured start to change

51
Q

Describe Reactivity

A

Treatment/measurement changes when the person being observed is aware they are being observed

52
Q

Describe the Matching Law

A

A behavioral principle that states bx occurs in direct proportion to reinforcement available for each bx

Essentially- when 2+ concurrent schedules exist, preference is shown to the bx that achieves the highest amount of reinforcement

53
Q

Describe Maturation

A

Processes within subjects which act as a function of the passage of time

Essentially- Over a course of time, some aspects may change in a subject not solely due to interventions being examined

54
Q

Describe Bootleg Reinforcement

A

R+ that is not part of, and tends to undermine, an intervention

Essentially- A reinforcement (intended or not intended) being accessible prior to the meeting of the desired response/behavior

55
Q

Describe Client Attrition

A

Losing clients- the opposite of retention

BCBA Exam Prep- 5th Ed.Task List (2 decks)

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