BEHP5012 UNITS 1-9 Flashcards
(223 cards)
1
Q
An environmental variable that alters the reinforcing or punishing effectiveness of some stimulus, object, or event; and alters the current frequency of all behavior that has been reinforced or punished by that stimulus, object, or event.
A
Motivating Operation
2
Q
A motivating operation that establishes the effectiveness of some stimulus, object or event as a consequence (reinforcer or punisher)
A
Establishing Operation
3
Q
A motivating operation that decreases the effectiveness of a stimulus, object or event, as a consequence (reinforcer or punisher)
A
Abolishing Operation
4
Q
An increase in the momentary frequency of behavior
A
Evocative Effect
5
Q
A decrease in the momentary frequency of behavior
A
Abative Effect
6
Q
The effect of a stimulus on a specific response may be innate, due to the evolutionary history of that species
A
Phylogenic Provenance
7
Q
The effect of a stimulus on a specific response may be learned, due to the experiential history of the individual organism in the environment
A
Ontogenic Provenance
8
Q
MO related to reinforcement
A
MO(SR)
9
Q
MO related to punishment
A
MO(SP)
10
Q
EO related to reinforcement
A
EO(SR)
11
Q
EO related to punishment
A
EO(SP)
12
Q
AO related to reinforcement
A
AO(SR)
13
Q
AO related to punishment
A
AO(SP)
14
Q
EO related to positive reinforcement
A
EO(SR+)
15
Q
EO related to negative reinforcement
A
EO(SR-)
16
Q
EO related to positive punishment
A
EO(SP+)
17
Q
EO related to negative punishment
A
EO(SP-)
18
Q
AO related to positive reinforcement
A
AO(SR+)
19
Q
AO related to negative reinforcement
A
AO(SR-)
20
Q
AO related to positive punishment
A
AO(SP+)
21
Q
AO related to negative punishment
A
AO(SP-)
22
Q
UEO related to positive reinforcement
A
UEO(SR+)
23
Q
CEO related to positive reinforcement
A
CEO(Sr+)
24
Q
A motivating operation whose value-altering effect depends on a learning history
A
Conditioned motivating operations
25
Acquire the properties of an EO through contingent pairing with UEOs in much the same way that stimuli become Sr's through pairing
Surrogate CEO
26
Acquire the properties of an AO through contingent pairing with UAOs in much the same way that stimuli become Sr's through pairing
Surrogate CAO
27
An event that establishes another stimulus as a necessary condition to complete the response that the first event evokes, and thus establishes that second stimulus as a reinforcer
Transitive CEO
28
Decrease in the effectiveness of a stimulus as a reinforcer and abate behavior which is maintained by the reinforcer whose value has been lowered (decreased)
Transitive CAO
29
Establishes its own termination as an effective form of negative reinforcement or punishment
Reflexive CEO
30
Abolishes its own termination as an effective form of negative reinforcement or punishment
Reflexive CAO
31
An EO for negative reinforcement; evokes avoidance behavior and evokes behavior that has resulted in its own termination in the past
Threat CEO-R
32
An AO for negative reinforcement; abates avoidance behavior and abated behavior that has resulted in its own termination in the past
Threat CAO-R
33
An EO for negative punishment; abates behavior that has resulted in its own termination in the past
Promise CEO-R
34
An AO for negative punishment; evokes behavior that has resulted in its own termination in the past
Promise CAO-R
35
Behavior that terminates an aversive stimulus
Escape
36
Terminates a "warning" stimulus; prevents or delays the onset of the aversive stimulus
Avoidance
37
A response terminates a warning stimulus
Signaled avoidance
38
A conditioned aversive stimulus whose presence is correlated with the upcoming onset of an unconditioned aversive stimulus
Warning Stimulus
39
No clear warning stimulus, but a response can still delay or prevent the occurrence of the aversive event
Unsignaled Avoidance
40
The onset of painful stimulation establishes the reduction or offset of this stimulation as an effective form of reinforcement and evokes behavior that achieved such reduction or offset
Negative Reinforcement
41
An event that establishes another stimulus as a necessary condition to complete the response that the first event evokes, and thus establishes that second stimulus as a reinforcer
Transitive CEO
42
The application of the principles of operant and respondent learning derived from the experimental analysis of behavior and the application of methods and procedures validated by ABA researchers to assess and improve socially important human behaviors
ABA Practice
43
Life changes that represent a person's aspirations, dreams, and broad preferences
Outcomes
44
Behavior and behavior change
Leads to Outcomes
45
Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group
Adaptive Behavior
46
Any defined, observable, and measurable behavior which is the focus of assessment, analysis, and intervention
Target Behavior
47
Skill deficits, problems with strength of behavior, problems with performance, problems with stimulus control, problems with generality, behavior excessess
Types of Problems with Behavior
48
Helps individuals achieve outcomes
Behavior deficit makes the person too dependent on others
Behavior is harmful, dangerous or illegal
Behavior is controlled by meds or restraints
Behavior excludes individual from social situations
Behavior interferes with independent functioning
Reasons for selecting target behavior
49
The treatment goals and the achieved outcomes are acceptable, socially relevant, and useful to the individual receiving services and to those who care about the individual
Social Validity
50
Objective, clear, complete
Characteristics of a good response definition
51
The practitioner gathers basic information about the case, determines if behavioral services are appropriate, and if he/she is the appropriate provider of those services
Preliminary Assessment
52
Determine who has the authority to give consent for services
Determine whether or not you have the permission, skills, time and resources to begin assessment
Complete intake paperwork or the equivalent (may be done by cleric)
Review records and available data
Meet client and begin observations
Document
Steps of Preliminary Assessment (x6)
53
The quantitative results of deliberate, planned, and usually controlled observation
Data
54
Singular form of the term "data"
Datum
55
Characteristics of a good response definition
Objective
Clear
Complete
56
Directly measure a dimensional quantity of behavior (direct)
Continuous Response Measures
57
Do not measure behavior directly (indirect)
Discontinuous Response Measures
58
Dimensional quantities of continuous response measures (x4)
Event
Latency
Duration
IRT
59
```
Record time observation began
Count the responses
Record time observation ended
Divide: Count/Unit of time
Report as rate per unit of time
```
Event Recording
60
```
Record time observation began
Record each antecedent
Record each response
Record time observation ended
Report as (Responses/Antecedents)/Unit of time
```
Event Recording of Restricted Operants
61
Total amount of time an individual engages in an activity
Duration per Session
62
Amount of time a target behavior occupies
Duration per Occurence
63
Specify when to start recording (at the onset or offset of the stimulus)
Specify when to stop recording (at the beginning or end of the response cycle)
Latency Recording
64
Start timing at the END of the response cycle
| Stop timing at the BEGINNING of the next response cycle
Inter-Response Time Recording (IRT Recording)
65
When given the rate, provided that the variability is not too great, or that there are no outliers
Estimating IRT's
66
Dimensionless Quantities of Discontinuous Response Measures (x7)
```
Percent Occurence
Trials to Criterion
Discrete Categorization
Partial Interval Recording
Whole Interval Recording
Momentary Time Sampling
PLACHECK
```
67
Similar to event recording of a restricted or discriminated operant which has been converted into a percent
Percent Occurence
68
The number of consecutive opportunities to response required to achieve a performance standard.
Record each opportunity to respond until the performance standard is met.
Trials to Criterion
69
Trials to Criterions Steps (x4)
1. Determine what one trial will be
2. Decide how to report (number of trials or number of block trials)
3. Record count as the measure
4. Present data
70
A method for classifying responses into discrete categories
Discrete Categorization
71
A discontinuous response measure in which a recording session is broken into short intervals of time; occurrence is recorded if a response happens during any part of the interval
Partial Interval Recording
72
A discontinuous response measure in which a recording session is broken into short intervals of time; occurrence is recorded if the behavior occurs for the whole interval
Whole Interval Recording
73
A discontinuous response measure in which a response is recorded as occurring only if it occurs at the point in time in which an interval ends
Momentary Time Sampling
74
A group of individuals is observed at the end of an interval
Count how many individuals are engaging in a target behavior(s)
Compare with the total number of individuals
Percent of individuals engaging in behavior(s)
PLACHECK
75
Factors to consider when selecting a response measure (x3)
The dimensional quantity of interest
The estimated rate of behavior
Whether to measure responses or behavior
76
Measuring the results of behavior
Permanent Products
77
The consistency of measurement
Reliability
78
The coefficient of agreement between two or more independent observers
Usually calculated as a percentage by dividing the number of agreements by the total number of agreements plus disagreements, then multiplying by 100
Interobserver Agreement
79
Uses of IOA (x4)
Competence of new observers
Detecting observer drift
Validate collection methods
Increase confidence that interventions are responsible for behavior change
80
The degree to which an intervention is implemented as described/designated
IV intergrity
81
Two main methods of IOA
Total Count
| Percent Agreement
82
Mean Count per Interval
Total agreement in each interval / # of intervals
| X100
83
Exact Count per Interval
```
# of intervals with 100# agreement / # of intervals
X100
```
84
IOA should be at or above:
80%
85
IOA should be collected and scored for a minimum of _____ of observations
33%
86
Total Count (formula)
Smaller/Larger x100
87
Total Duration (formula)
Shorter/Longer x100
88
Interval by Interval (formula)
```
# of intervals with Agreement / (# of intervals in agreement + disagreement) x100
(note: occurrence and non-occurrence)
```
89
Scored Interval (formula)
```
# of Agreements of occurrence / (# of agreements occurred + disagreements occurred) x100
(note: Non-occurrence is omitted)
```
90
Unscored Interval (formula)
```
# of Agreements of Non occurrence / (# of agreements agreed of non occurrence + disagreed) x100
(note: Occurrence omitted)
```
91
Rate (formula)
of responses / time
92
IRT (formula)
Time / # of responses
93
Mean IRT
Recording Interval / Count
94
A systematic form of data examination, characterized by visual inspection of graphical displays of those data
Visual Data Analysis
95
Types of Data Display (x3)
Data may be embedded in text
Data may be presented in summary form, usually as a structured data table (numerical representation of data)
Data may be presented in graphical form (a visual representation of data)
96
A relatively simple visual format for displaying data
Graph
97
Graphical Displays used in ABA (x4)
Equal interval line graph
Cumulative records
Bar graphs
Semi logarithmic graphs
98
Based on a Cartesian plane, a two-dimensional area formed by the intersection of two perpendicular lines (on vertical and one horizontal)
Equal Interval Line Graph
99
Any point within the plane of the chart represents a specific relationship between two variables (dimensions) measured along each of the axis lines
Simple Line Graph
100
Common Uses of Line Graphs (x3)
Most commonly used format for charting in ABA data
Used to evaluate treatment effectiveness
Used in functional analyses
101
Parts of an Equal Interval Line Graph (x7)
```
The horizontal x-axis
The vertical y-axis
Data points
The data path
Condition and phase change lines
Condition and phase change labels
Figure legend
```
102
Horizontal Axis (x3)
x-axis
The abscissa
Represents the passage of time
103
Vertical Axis (x3)
y-axis
The ordinate
Represents the range of values of the dependent variable
104
Can be marked according to the needs of the behavior analyst, to promote the most useful analysis
x-axis units
105
Can be marked as any specified recorded observation periods, over a period of time
x-axis units
106
Equal movements up the y-axis represent equal increases in the behavior
y-axis units
107
The behavior should be expressed in whole time units
y-axis units
108
Runs from zero up to some number which is chosen by the creator of the graph
y-axis Range
109
An individually measured value of the target behavior (DV) at a given point in time
Data Points
110
A series of straight lines connecting successive data points within a phase or condition
Data Path
111
It represents the relationship between the IV and the DV
Data Path
112
Major changes occur in the independent variable
Phase Changes
113
A major (usually permanent) change in the environment
Phase Changes
114
Document phase changes
Phase Change Lines
115
It is placed at a point along the x-axis indicating the point in time when the phase change occurred
Phase Change Lines
116
It shows a clear visual separation between the data charted before the phase change, and the data collected after the phase change
Phase Change Lines
117
Minor changes occur in the independent variable
Condition Change Lines
118
A minor (usually temporary) change in the environment
Condition Change Lines
119
States what time periods are represented by each successive data point
x-axis Labels
120
States what response measure was used to measure the dependent variable-the target behavior
y-axis Labels
121
Brief labels, placed at the top of the chart and identify each separate major phase of the treatment
Phase Labels
122
Mark changes occurring with a phase
Condition Labels
123
A concise statement that provides you with:
| Sufficient information to identify the dependent variables and the independent variables
Figure Legend
124
A concise statement that provides you with:
| Possibly other salient information necessary to visually interpret the data
Figure Legend
125
Visual Analysis of a Graph (x4)
Level
Variability
Trend
The number of data points
126
The mean (average) value of a set of data points, usually across an entire condition or phase
Level
127
The overall direction taken by the data path through a set of data points
Trend
128
The extent to which measures of behavior under the same environmental conditions diverge from one another
Variability
129
Outlying data points skew the level line in a way that makes it non-representative of the data set as a whole
Median Level
130
The direction and degree of trend in a series of graphically displayed data points can be visually represented with a straight line drawn through the data
Trend Lines
131
Bisect the data, with close to an equal number of data points above the line as below the line
Best Fit Line
132
A mathematical way to calculate trend
Split Middle Line of Progresss
133
Developed by Skinner as the primary means of data collection and analysis in EAB laboratory research
Cumulative Record
134
Cumulative Recorder (x4)
It is primarily used in EAB
Each response moves the ink stylus one unit (click) along its track
When it reaches the end of the track, it resets to zero and begins moving again, one click at a time
Paper moves under the stylus at a steady rate
135
The vertical axis represents the value of the dependent variable
The horizontal axis represents a phase, condition, or classification variable
Bar Graph (Histogram)
136
Repeated, systematic presentation and removal of an independent variable (IV), while measuring changes in the dependent variable (DV) and holding other factors constant
Experimental Design
137
The Primary Goals of Systematic Manipulation x2
To demonstrate a functional relation between the IV and DV
| To evaluate the interventions once they are decided upon
138
Changes in an antecedant or consequent stimulus class consistently alter a dimension of a response class
Functional Relation
139
The extent to which an analysis assures that measured changes in behavior are due to the manipulation and not due to uncontrolled extraneous variables
Internal Validity
140
The extent to which a study's results are generalizable to other subjects, settings, or behaviors
External Validity
141
Threats to Internal Validity x8
```
History
Maturation
Testing
Instrumentation
Diffusion of Treatment
Regression towards the Mean
Selection Bias
Attrition
```
142
Minimizing Validity Threats x4
Measurement
Stability
Immediacy
Replication
143
The repeated and systematic presentation and removal of a treatment and measurement of behavior while holding other factors constant
Single-Case Designs
144
Assessment of the dependent variable prior to the introduction or change of the independent variable
Baseline
145
Movement in the analysis from one level or kind of independent variable to the next level or kind of independent variable
Phase Change
146
Baseline phase followed by a treatment phase
| Effect is demonstrated when behavior changes from one phase to the next
A-B Design
147
Baseline is followed by a treatment condition
Withdrawal Design
148
An intervention is applied to the target behavior after a baseline phase
Reversal Design
149
Two or more independent baselines are established
The independent variable is then separately introduced in a staggered fashion to each baseline
When behavior is stable for the first baseline, the independent variable is introduced on the second baseline, and so on
Multiple Baseline Design
150
First baseline is continuous, but subsequent baseline data collection is conducted on an intermittent basis relative to the first baseline
Multiple Probe Technique
151
The systematic examination of the effects of a range of values of the IV
Parametric Analysis
152
Systematically withdrawing treatment components to see if behavior change is maintained
Component Analyses/Sequential Withdrawal
153
Implement bi-directional changes to bolster demonstration of experimental control
Bi-directional Change
154
Changing criteria to a previous sub-phase value and observing that behavior reverts to that criterion
Bi-directional Change
155
The treatment phase is divided into subphases
Changing Criterion Design
156
Each sub-phase involves a different behavioral criterions (i.e a different value of the IV)
Changing Criterion Design
157
Criterion in each sub-phase more closely resembles the terminal behavioral goal
Changing Criterion Design
158
Evaluate whether treatment effects are evident before treatment occurs
Probes
159
Events not related to the IV that may affect the dependent variable
Extraneous Variables
160
An uncontrolled factor known or suspected to exert influence on the DV
Confound
161
The effects on a person's behavior in one condition can be influenced by the subject's experience in a prior condition
Sequence Effects
162
Concluding that the independent variable has produced a change in the dependent variable when in fact the relation does not exist
Type I Error
163
Concluding that the independent variable has not produced a change in the dependent variable, when in fact it has
Type II error
164
The independent variables are implemented as dictated by the research or treatment plan
Procedural Integrity
165
Examination of the acceptability or variability of a programmed intevention
Social Validity
166
A systematic gathering of information in order to make data-based decisions, regarding behavior and the environment
Behavioral Assessment
167
Components of a Functional Assessment x3
Preliminary indirect assessment
Direct descriptive assessment
Functional Analysis (systematic manipulations)
168
Indirect Assessment Methods x3
Record Review
Interview
Paper & Pencil Questionnaires
169
Direct Assessment Methods x5
```
Narrative Recording
ABC Data Collection
Measuring Dimensional & Dimensionless Quantities of Behavior
Scatterplots
Observation of Permanent Products
```
170
Records review has information regarding: (x3)
Current and past behavioral repertoire
Environmental factors
Medical history
171
Consist of questions to ask within pre-selected topics
Behavioral Interviews
172
Things to do prior to the interview: x4
Select instrument
Decide who to interview
Decide where and when
Make an appointment
173
Things to do at the beginning of the interview: x2
Build rapport
Informally observe:
Behavior, environment, appearance of persons
174
Things to do during an interview: x4
Ask open-ended questions
Ask follow-up questions
Acknowledge responses
Write notes or use recorder
175
Functional Assessment Interview Goals: (Identify, define, and describe) x9
```
The behavior
Potential ecological events
Events that predict occurrence of behavior
Potential function of behavior
Efficiency of behavior
Functionally equivalent alternative behaviors
Communication methods
Potential reinforcers
History of target behavior and treatment
```
176
Things to do after an interview: x6
Review notes/recordings
Summarize the findings:
Describe behavior
Identify environmental factors
Identify potential functions
Identify functionally equivalent behavior
Decide whether to continue behavioral assessment
177
Methods for identifying an individual's preferences for tangible items or activities
Preference Assessment (PA)
178
3 general ways to conduct preference assessments
Indirect (informant based)
Naturalistic, direct observation
Reinforcer sampling (empirical)
179
Interview or questionnaire (a way of conducting PA)
Indirect (informant based)
180
Observation of daily activities (a way of conducting PA)
Naturalistic, direct observation
181
Systematic preference assessment (a way of conducting PA)
Reinforcer sampling
182
Conducted following a preference assessment to determine if the stimulus is a reinforcer
Reinforcer Assessments
183
Single Operant x3
One task is available during all phases
No programmed consequences for task completion
During reinforcement phase (B), contingent on task completion (typically on an FR1), the stimulus is delivered
184
Concurrent Operant Assessment x3
Two identical tasks are available
No programmed consequences for completing either task
Increase in task completion from BL to Sr phase, stimulus=reinforcer
185
All stimuli are presented on every trial
Multiple Stimulus with Replacement
186
All stimuli presented on 1st trial, selected stimuli removed on subsequent trials
Multiple Stimulus without Replacement
187
Stimuli presented in pairs
Paired Stimulus
188
Free-Operant Procedure x3
All stimuli available for entire session
Free to interact with as many or as few stimuli as they want
No stimuli are removed during the assessment
189
Duration-based assessment designed to determine the extent to which stimuli displace problem behavior
Competing Stimulus Assessment
190
Assess reinforcer effectiveness as the response requirement increases
Progressive Ratio (PR) Schedules
191
One task is available during all phases
Single Operant
192
No programmed consequences for task completion
Single Operant
193
During reinforcement phase (B), contingent on task completion (typically on an FR1), the stimulus is delivered
Single Operant
194
Two identical tasks are available
Concurrent Operant Assessment
195
No programmed consequences for completing either task
Concurrent Operant Assessment
196
Increase in task completion from BL to Sr phase, stimulus=reinforcer
Concurrent Operant Assessment
197
All stimuli available for entire session
Free Operant Procedure
198
Free to interact with as many or as few stimuli as they want
Free Operant Procedure
199
No stimuli are removed during the assessment
Free Operant Procedure
200
A type of behavioral assessment used to determine functional relations between challenging behavior and environmental events
Functional Assessment
201
Functional Behavioral Assessment (FBA)
Functional Assessment
202
Direct descriptive functional assessment
Descriptive Assessment
203
Experimental Analysis
Functional Analysis
204
Interviews and rating scales
Preliminary Indirect Assessment
205
Direct observation of behavior and environmental events in real life contexts
Descriptive Assessment
206
Manipulation of antecedent events in natural settings
Structured Assessment
207
Systematic manipulations of environmental events and observation of target behavior in a controlled setting
Functional Analysis
208
Descriptive Analysis Procedures x4
Scatterplot Analysis
Narrative Recording
ABC Data Collection
Data collection of target behavior under different contexts/conditions
209
A data collection form for problem behavior and the intervals of time behavior occured
Scatterplot
210
It provides a graphic display of data in a grid format
Scatterplot
211
It is used to identify patterns of responding in natural settings
Scatterplot
212
Observer produces a written narrative of an individual's responses throughout a specific period of time and a description of the environmental conditions under which the responses were emitted
Narrative Recording
213
Allows one to start to identify idiosyncratic antecedents and consequences
Narrative Recording and ABC Charting
214
A systematic presentation and/or examination of information or data regarding the target behavior and its condition
Pattern Analysis
215
A systematic presentation and examination of information or data regarding target behavior and its stimulus conditions in an ABC format
Sequence Analysis
216
Types of Functional Assessments x3
```
Indirect Assessment (verbal report)
Descriptive Assessment (naturalistic observation)
Functional Analysis (Experimental manipulation)
```
217
Change in an independent variable produces orderly and predictable change in a dependent variable
Functional Relation
218
Basic features of FA x2
Direction observation
| Measurement of behavior under test and control conditions
219
To test a specific hypothesis about the controlling variables for problem behavior
Functional Analysis Methodology
220
Multiple test conditions can be elevated relative to the control
Multiple Control
221
Rapidly alternate between conditions
Multielement Design
222
One condition ran at a time
| Less common because of amount of time required
Reversal Design
223
Fairly common, more efficient than a reversal design.
One test condition is alternated with control.
May assist in discriminability of conditions
Pairwise
