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BACB Exam Prep > 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
Q

Chaining Steps

A

Create and Confirm TA
Assess Baseline Level of Mastered Steps
Behavior Chaining Methods

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26
Q

Single Opportunity Method

A

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

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27
Q

Multiple Opportunity Method

A

Assess individuals baseline mastery across all behaviors in TA. Each stepped is performed

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28
Q

4 Behavior Chaining Methods

A

Forward
Backward
Backward with leap aheads
Total Task

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29
Q

Forward Chaining

A

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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30
Q

Total Task Chaining

A

Each step in the TA is taught to the individual

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31
Q

Backward Chaining

A

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

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32
Q

Backward Chaining with Leap Aheads

A

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

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33
Q

Interrupting and Breaking Behavior Chains

A

A method designed to lessen behavior by unlinking one element of the chain from the next.
Can occur with undesirable and desirable bx

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34
Q

Breaking an Inappropriate Chain

A

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

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35
Q

Differential Reinforcement

A

Procedure involving reinforcement and withholding reinforcement

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36
Q

6 Types of Differential Reinforcement

A 
HI LOAD
Differential Reinforcement of:
High Rates of Responding
Incompatible Behavior
Low Rates of Responding
Other Behaviors
Alternative Behavior
Diminishing Rates of Responding
37
Q

DRI

A

A procedure in which behavior cannot be emitted simultaneously with challenging behavior

38
Q

DRA

A

A procedure which one reinforces occurrence of behavior that provides a desirable alternative to the problem behavior

39
Q

DRO

A

A procedure in which reinforcement is contingent on the absence of the challenging behavior

40
Q

Interval DRO

A

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
Q

Fixed- Interval DRO

A

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
Q

Variable Interval DRO

A

A variable interval of time is established and if the challenging behavior does not occur during the interval individual earns reinforcement

43
Q

Momentary DRO

A

Reinforcement is provided following an interval of time only if challenging behavior does not occur at the end of that interval

44
Q

Fixed Momentary DRO

A

An interval of time is established and if the challenging behavior does not occur at the END of the interval, reinforcement is given

45
Q

Variable Momentary DRO

A

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
Q

Guidelines for Using DRO

A

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
Q

DRH

A

A schedule of reinforcement that provides reinforcement for emitting behaviors that are at or above pre-established rate

48
Q

Full Session DRH

A

Reinforcement is delivered at the end of a session if during the entire session target behavior occurred set time or above

49
Q

Interval DRH

A

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
Q

DRD

A

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
Q

DRL

A

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
Q

Augmentative Communication System

A

Signing, touching, exchanging pictures, PECs

53
Q

Antecedent Interventions

A

Contingency Dependent

Contingency Independent

54
Q

AKA’s of Antecedent Interventions

A

Antecedent Procedures
Antecedent Control
Antecedent Manipulations

55
Q

3 Antecedent Interventions

A

NCR
High Probability Request Sequence
Functional Communication Training

56
Q

NCR

A

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
Q

High Probability Request Sequence

A

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
Q

Functional Communication Training

A

A strategy that teaches individuals ways to functionally communicate to compete with challenging behaviors evoked by EO’s.
Through mand training

59
Q

Contingency Contracting

A

A procedure in which a CONTRACT is developed collaboratively stipulating a certain contingency for an individual between a behavior and a reinforcer

60
Q

Token Economy

A

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
Q

Group Contingencies

A

A common consequence contingent of behavior members of a group
Dependent
Independent
Interdependent

62
Q

Dependent Group Contingency

A

Group’s reinforcer dependent on the behavior of an individual or small group (hero)

63
Q

Independent Group Contingency

A

All members of a group are offered contingency but only the individuals meeting requirement receive reinforcement

64
Q

Interdependent Group Contingency

A

In order for the group to earn reinforcement all of the individuals in a group must meet criterion

65
Q

Self Management

A

Employment of behavior analytic intervention to the behavior of oneself

66
Q

Antecedent Based Self Management Tactics

A

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
Q

Self-Monitoring

A

Procedure in which a person observes his/her own behavior systematically and records occurrence or nonoccurrence of behavior

68
Q

Prompts

A

Supplementary ANTECEDENT stimuli that are introduced to evoke a desired response when the discriminative stimulus is evident

69
Q

2 Types of Prompts

A

Response Prompts

Stimulus Prompts

70
Q

Response Prompts

A

Response prompts act on the response itself, NOT on the antecedent stimuli

71
Q

3 Forms of Response Prompts

A

Verbal
Modeling
Physical Prompting

72
Q

Stimulus Prompts

A

Acts on antecedent stimuli, NOT response

73
Q

3 Forms of Stimulus Prompts

A

Movement
Position
Redundancy

74
Q

4 Ways To Remove Response Prompts

A 
MLGD
Most to Least
Least to Most
Graduated Guidance
Delayed Prompting
75
Q

2 Ways to Remove Stimulus Prompts

A

Fading

Shaping

76
Q

Fading

A

The systematic and gradual removal of intrusive prompts until the control transfers to the natural stimulus

77
Q

Shape

A

Systematic and gradual transformation of the physical shape of the stimulus

78
Q

Errorless Learning

A

Instructional methods specifically designed to prevent or substantially minimize any learner errors that are used to teach particular discriminations

79
Q

5 ABA Instructional Educational Methodologies

A 
Discrete Trial
Incidental Teaching
Direct Instructions
Precision Teaching
Personalized System of Instruction
80
Q

Discrete Trial

A

Lovaas

A single cycle of behaviorally based and systematic instructional routine

81
Q

5 Components of DTT

A 
SD- cue to respond
Prompt- temporary if necessary
Response- displays bx
Reinforcement- deliver rein.
Inter-Trial Interval- brief pause between consecutive trials
82
Q

AKA of Discrete Trial

A

Restricted Operant
Controlled Operant
DTT

83
Q

Incidental Teaching

A

Embedding learning opportunities in ongoing everyday activities with a focus on child’s interest and initiations

84
Q

Guidelines for Incidental Teaching

A 
Natural Environment
Timing
Training Loosely
Indiscriminable Contingencies
Facilitates Generalization
Language Use/Verbal Skills
85
Q

Direct Instruction DI

A 
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
Q

Project Follow Through

A

Large scale longitudinal study that compared educational methodologies on teaching economically disadvantaged students
Beat out other educational methodologies

87
Q

Precision Teaching PT

A

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
Q

4 Guidelines for Precision Teaching

A

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
Q

Personalized System of Instruction PSI

A

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 (32 decks)

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