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BACB Exam Prep COPY > Behavior Change Procedures > Flashcards

Behavior Change Procedures Flashcards

1
Q

Premack Principle

A

A principle statement to engage in high-probability behavior contingent upon the occurrence of low probability behavior will function as a reinforcer for the low probability behavior
First /then
Do this /then you can

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2
Q

Response Deprivation Hypothesis

A

Model predicting whether contingent access to one behavior will function as reinforcement for engaging in another behavior based on whether access to the contingent behavior represents a restriction of the activity compared to baseline

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3
Q

4 Behavior-Environment Relations That Functuonally Define Imitation

A 
F MIC
Formal Similarity
Model
Immediacy
Controlled Relation
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4
Q

Formal Similarity

A

The model and the behavior must have formal similarity- must physically look alike

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5
Q

Model

A

Any physical movement may function as a model for imitation

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6
Q

Immediacy

A

An imitative behavior must immediately follow the model

CRITICAL

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7
Q

Controlled relation

A

Model must be the controlling variable for an imitative behavior

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8
Q

2 Types of Models

A

Planned- Prearranged

Unplanned- Everyday

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9
Q

5 Steps for Imitation Training

A 
Assess and teach any pre-req before training
Select models for training
Pretest
Sequence training
Implement training
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10
Q

Shaping

A

A process involving systematically and differentially reinforcing successive approximation to a terminal behavior
Teaches novel behavior

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11
Q

Differential Reinforcement

A

Reinforcing those responses within a response class that meet a criterion and placing all other on extinction

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12
Q

Successive Reinforcement

A

Sequence of new response classes that emerge during the shaping process as a result of differential reinforcement
Each successive approx is closer to form behavior

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13
Q

Response Differentiation

A

A behavior change produced by differential reinforcement

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14
Q

2 Types of Shaping Methods

A

AW
Across Response Topographies
Within Response Topographies

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15
Q

Shaping Across Response Topographies

A

Topography of behavior changes during shaping

Still members of same response class

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16
Q

Shaping Within Response Topographies

A

Topography of behavior remains constant

Another measurable dimension of behavior is changed

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17
Q

Shaping Vs. Fading

A

Shaping by changing response requirements

Fading by changing antecedent stimuli

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18
Q

Guidelines For Shaping

A 
Assess Terminal Bx and Resources
Select the Terminal Bx
Determine Criterion for Success
Analyze the Response Class
Identify First Bx to Reinforce
Eliminate Interfering and Extraneous Stimuli
Proceed in Gradual Stages
Limit # of Approx.
Continue Reinforcing When Bx is Achieved
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19
Q

Behavior Chain

A

A specific sequence of discrete responses, each associated with a particular stimulus condition where each response and the associated stimulus condition serve as an individual component of the chain
When the components are linked together they produce outcome
Conditioned reinforcer >SD>Response

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20
Q

3 Important Characteristics of a Bx Chain

A

Performance of a specific set of discrete responses
Performance of each response changes the environment in such a way that it produces conditioned reinforcement for preceding response of an SD for the next response
Response in the chain must be completed in the correct order usually close in time

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21
Q

Behavior Chain With a Limited Hold

A

The chain must be performed correctly and within a certain time
Accuracy and rate are essential dimensions to limited holds

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22
Q

Behavior Chaining Vs. Chaining

A

Bx Chain- specific sequence of Bx that lead to reinforcement

Chaining- Various methods for linking specific sequences of stimuli and responses to form new performances

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23
Q

Benefits of Chaining

A

Increases independent living skills so that individuals can function more independent in society
Elaborates an individual’s current behavioral rep.

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24
Q

Task Analysis

A

Required to implement the chaining procedure
Breaking skills into smaller steps
Individualized

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25
Chaining Steps
Create and Confirm TA Assess Baseline Level of Mastered Steps Behavior Chaining Methods
26
Single Opportunity Method
Assessing an individual's ability to perform each behavior in the TA in correct sequences. Assessment stops after the first step at which performance ceases
27
Multiple Opportunity Method
Assess individuals baseline mastery across all behaviors in TA. Each stepped is performed
28
4 Behavior Chaining Methods
Forward Backward Backward with leap aheads Total Task
29
Forward Chaining
Behaviors taught in natural order No proceeding to the next step until initial is mastered Then initial plus 2nd must be mastered before reinforcement Continues
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Total Task Chaining
Each step in the TA is taught to the individual
31
Backward Chaining
Procedure in which the trainer completes all the initial steps except for the last step Once last step is mastered the individual must master the last two steps to get reinforcement Continues until the learner is able to learn all the steps
32
Backward Chaining with Leap Aheads
Same protocol as backward chain but not every step in TA is trained. If the steps is in the rep., the step doesn't need to be trained
33
Interrupting and Breaking Behavior Chains
A method designed to lessen behavior by unlinking one element of the chain from the next. Can occur with undesirable and desirable bx
34
Breaking an Inappropriate Chain
Reexamine the SD and response Determine whether similar SD cue different responses Analyze the natural setting to identify relevant and irrelevant SD's Determine SD's in natural setting differ from training SD's Identify the presence of novel stim in setting
35
Differential Reinforcement
Procedure involving reinforcement and withholding reinforcement
36
6 Types of Differential Reinforcement
``` HI LOAD Differential Reinforcement of: High Rates of Responding Incompatible Behavior Low Rates of Responding Other Behaviors Alternative Behavior Diminishing Rates of Responding ```
37
DRI
A procedure in which behavior cannot be emitted simultaneously with challenging behavior
38
DRA
A procedure which one reinforces occurrence of behavior that provides a desirable alternative to the problem behavior
39
DRO
A procedure in which reinforcement is contingent on the absence of the challenging behavior
40
Interval DRO
A sub-type of DRO in which a reinforcer is provided following an interval of time throughout which the challenging behavior did not occur
41
Fixed- Interval DRO
An interval of time is established and if the challenging behavior does not occur during that interval, the individual earns reinforcement at the end of the interval
42
Variable Interval DRO
A variable interval of time is established and if the challenging behavior does not occur during the interval individual earns reinforcement
43
Momentary DRO
Reinforcement is provided following an interval of time only if challenging behavior does not occur at the end of that interval
44
Fixed Momentary DRO
An interval of time is established and if the challenging behavior does not occur at the END of the interval, reinforcement is given
45
Variable Momentary DRO
A variable interval of time is established and if the challenging behavior does not occur at the END of the interval reinforcement is given
46
Guidelines for Using DRO
Select Reinforcers That Are Powerful and Can Be Delivered Consistently Recognize Limitations of DRO Set Initial DRO Intervals That Assure Frequent Reinforcement Do Not Inadvertently Reinforce Other Undesirable Behaviors Gradually Increase DRO Interval Generalize the Application of DRO Combine DRO with Other Procedures
47
DRH
A schedule of reinforcement that provides reinforcement for emitting behaviors that are at or above pre-established rate
48
Full Session DRH
Reinforcement is delivered at the end of a session if during the entire session target behavior occurred set time or above
49
Interval DRH
Reinforcement is delivered at the end of each interval during which the target behavior occurred at a rate equal to or above the criterion
50
DRD
A schedule of reinforcement that provides reinforcement when the number of responses in a specified time period is less than or equal to a prescribed limit Full Session DRD Interval DRD
51
DRL
A schedule of reinforcement that provides reinforcement only if the behavior occurs following a specific period of time during which it did not occur or since the last time is occurred
52
Augmentative Communication System
Signing, touching, exchanging pictures, PECs
53
Antecedent Interventions
Contingency Dependent | Contingency Independent
54
AKA's of Antecedent Interventions
Antecedent Procedures Antecedent Control Antecedent Manipulations
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3 Antecedent Interventions
NCR High Probability Request Sequence Functional Communication Training
56
NCR
A response independent schedule of reinforcement Giving positive reinforcement maintaining the behavior non-contingently Giving negative reinforcement maintaining the behavior non-contingently Providing automatic reinforcement maintaining the behavior non-contingently
57
High Probability Request Sequence
A method designed to increase the probability that a low probability behavior will occur by presenting stimuli known to promote a High probability of responding prior to an activity less likely to be performed
58
Functional Communication Training
A strategy that teaches individuals ways to functionally communicate to compete with challenging behaviors evoked by EO's. Through mand training
59
Contingency Contracting
A procedure in which a CONTRACT is developed collaboratively stipulating a certain contingency for an individual between a behavior and a reinforcer
60
Token Economy
A contingency package that includes Specified list of responses to reinforce Tokens for exhibiting responses Back up reinforcers that can be purchased with the token
61
Group Contingencies
A common consequence contingent of behavior members of a group Dependent Independent Interdependent
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Dependent Group Contingency
Group's reinforcer dependent on the behavior of an individual or small group (hero)
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Independent Group Contingency
All members of a group are offered contingency but only the individuals meeting requirement receive reinforcement
64
Interdependent Group Contingency
In order for the group to earn reinforcement all of the individuals in a group must meet criterion
65
Self Management
Employment of behavior analytic intervention to the behavior of oneself
66
Antecedent Based Self Management Tactics
Manipulating MOs Providing Response Requests Performing Initial Steps of a Behavior Chain Removing Materials Required for an Undesired Behavior Limiting Undesired Behavior to Restricted Stimulus Conditions Dedicating a Specific Environment for a Behavior
67
Self-Monitoring
Procedure in which a person observes his/her own behavior systematically and records occurrence or nonoccurrence of behavior
68
Prompts
Supplementary ANTECEDENT stimuli that are introduced to evoke a desired response when the discriminative stimulus is evident
69
2 Types of Prompts
Response Prompts | Stimulus Prompts
70
Response Prompts
Response prompts act on the response itself, NOT on the antecedent stimuli
71
3 Forms of Response Prompts
Verbal Modeling Physical Prompting
72
Stimulus Prompts
Acts on antecedent stimuli, NOT response
73
3 Forms of Stimulus Prompts
Movement Position Redundancy
74
4 Ways To Remove Response Prompts
``` MLGD Most to Least Least to Most Graduated Guidance Delayed Prompting ```
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2 Ways to Remove Stimulus Prompts
Fading | Shaping
76
Fading
The systematic and gradual removal of intrusive prompts until the control transfers to the natural stimulus
77
Shape
Systematic and gradual transformation of the physical shape of the stimulus
78
Errorless Learning
Instructional methods specifically designed to prevent or substantially minimize any learner errors that are used to teach particular discriminations
79
5 ABA Instructional Educational Methodologies
``` Discrete Trial Incidental Teaching Direct Instructions Precision Teaching Personalized System of Instruction ```
80
Discrete Trial
Lovaas | A single cycle of behaviorally based and systematic instructional routine
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5 Components of DTT
``` SD- cue to respond Prompt- temporary if necessary Response- displays bx Reinforcement- deliver rein. Inter-Trial Interval- brief pause between consecutive trials ```
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AKA of Discrete Trial
Restricted Operant Controlled Operant DTT
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Incidental Teaching
Embedding learning opportunities in ongoing everyday activities with a focus on child's interest and initiations
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Guidelines for Incidental Teaching
``` Natural Environment Timing Training Loosely Indiscriminable Contingencies Facilitates Generalization Language Use/Verbal Skills ```
85
Direct Instruction DI
``` Founder: Engelman A published ABA instructional methodology that involves 1. carefully designed curriculum 2. teaching in small groups 3. fast paced teaching 4. scripts 5. signals and choral responding 6.applying specific techniques for correcting and preventing errors ```
86
Project Follow Through
Large scale longitudinal study that compared educational methodologies on teaching economically disadvantaged students Beat out other educational methodologies
87
Precision Teaching PT
Lindsley A formal individualized ABA instructional method that emphasizes rate building, charting of performance, and designing and implementing teaching that reinforces the emission of each specific behavior under all conditions expected
88
4 Guidelines for Precision Teaching
Student is always right- if students are getting it wrong its teachers fault Focuses on directly observable behavior Measure of performance is rate/freq (fluency, tool skills) Uses Standard Celeration Charts
89
Personalized System of Instruction PSI
Fred Keller ABA instructional methodology characterized by self pacing, use of proctors, unit mastery, emphasis on the written word, and motivational lectures No lecture unless for reinforcement and students that if are advanced are proctors (helpers)

BACB Exam Prep COPY (32 decks)

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