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BCBA 5th Edition Task List > C > Flashcards

C Flashcards

1
Q

What four things does an operational definition need to be

A

Objective, Measurable, Observable, and Clear

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2
Q

Within an operational definition a behavior analysist should provide hypothetical _____ and _____

A

examples and non examples of what the behavior does and doesn’t look like

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3
Q

What type of measurement involves measuring the behavior itself. (observer must be physically present) Eg: frequency nd duration

A

Direct Measurement

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4
Q

What type of measurement involves measuring a behavior that differs from the target behavior itself

A

Indirect Measurement

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5
Q

What type of measurement measures behavior based on the effects on the environment

A

Product Measurement

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6
Q

What type of measurement involves measure the effect a behavior has on its environment after the behavior has happened.

A

Permanent Product

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7
Q

Behavioral interviews and Behavior rating scales are types of ____

A

indirect measures

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8
Q

measure of behavior that combines the count of a behavior with a temporal dimension of a behavior eg: 4 times in an hour

A

Frequency

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9
Q

measure of behavior is the average of how many times in a given time period that behavior occurs
eg: 2 worksheets the first hour, 3 worksheets the 2nd hour. Rate is 2.5/hour

A

Rate

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10
Q

a measure of the number of correct responses divided by the number of opportunities to respond

A

Percentage

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11
Q

A tally of how many times a behavior occurred without respect to time

A

Count

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12
Q

The measure of how long the behavior occurs (per session or per occurrence)

A

Duration

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13
Q

The measure of the time between the presentation of a stimulus and the occurrence of the behavior

A

Latency

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14
Q

Setting a timer for 10 minutes and recording whether the student was in his seat when the interval ended

A

Time Sampling

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15
Q

Setting a timer for 5 minutes and recording whether the student left his seat at any time during the interval

A

Partial Interval Recording

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16
Q

Setting a timer for 2 minutes and recording whether the student remained in his seat the entire 2 minutes

A

Whole interval recording

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17
Q

Pro’s for what method:
high rates of behavior that have a distinct beginning and end and tells how long a behavior occurs

A

Duration

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18
Q

Pro’s for what method:
Greater accuracy than frequency, tracks how often in specified period

A

Rate

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19
Q

Pro’s for what method:
Tells you how many times a behavior occurs, simpler to collect

A

Frequency

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20
Q

Pro’s for what method:
Easier to collect high rate behavior and beneficial if you’re trying to decrease behavior, can stop observing during an interval if behavior occurs once

A

Partial interval recoring

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21
Q

Pro’s for what method:
Beneficial if you’re trying to increase a behavior

A

Whole interval recording

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22
Q

Pro’s for what method:
only have to observe at the end of the interval, great for a caregiver who has other children or tasks to attend to
low frequency behaviors

A

momentary time sampling

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23
Q

Cons for what method:
doesn’t provide information about how many times the behavior occurs, time consuming and difficult if you are unable to continuously observe the client

A

Duration

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24
Q

Cons for what method:
More response effort, have to track the duration of the observation, can be time consuming and difficult if you are unable to continuously observe the client

A

Rate

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25
Q

Cons for what method:
does not take into account both observation time and frequency, can be time consuming and difficult if you are unable to continuously observe the client

A

Frequency

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26
Q

Cons for what method:
May inflate the occurrence of behavior due to the fact that the behavior only has to occur once during the interval, can be difficult if the caregiver has other children or tasks to attend to

A

Partial interval recording and whole interval recording

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27
Q

Cons for what method:
May miss some instances of behavior, data may be inaccurate

A

Momentary time sampling

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28
Q

Specific instance of behavior within respect to other points of interest

A

Temporal Locus

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29
Q

The amount of time that elapses between two consecutive instances of a response class
eg: he starts his math sheet no problem but takes a long time between problems

A

Interresponse Time

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30
Q

Measure of the total number of response opportunities need to achieve a predetermined level of performance

A

Trial to Criterion

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31
Q

The measure of the acceleration or deceleration of response rates across time

A

Celleration

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32
Q

Count/Freqency, Rate, Clleration are:

A

Repeatability

33
Q

Latency and Interresponse time are:

A

Temporal Locus

34
Q

Duration is

A

Temporal Extent

35
Q

Percent of occurrence and trials to criterion are:

A

Derivative measures

36
Q

Manitude and topography are:

A

definitional measures

37
Q

whole interval, partial interval, momentary time sampling, placheck are:

A

time sampling

38
Q

Intensity of the behavior

A

Magnitude

39
Q

The way a behavior looks

A

Topography

40
Q

Achievement of the specified performance goal - proficiency

A

Mastery

41
Q

Is the behavior occurring at the end of the predetermined interval for a GROUP of students

A

PLACHECK (planned activity check)

42
Q

What 3 things must observers have for inter-observer reliability

A

Use the same measurement system
measure the same events
must be independent

43
Q

IOR for data obtained by event recording

A

Total count IOR
Mean count-per interval IOR
Exact cot-per-interval IOR
Trial by trial IOR

44
Q

IOR for Data obtained by Interval Recording/Time Sampling

A

Interval-by Interval IOR
Scored Interval IOR
Unscored interval IOR

45
Q

IOR for data obtained by timing

A

Total Duration IOR
Mean duration-per-occurrence IOR

46
Q

Use when an occurrence is seen by either observer

A

Scored interval IOR

47
Q

At least one observer did not see the behavior

A

unscored Interval IOR

48
Q

number of trials in agreement

A

trial by trial

49
Q

number of intervals at 100%

A

exact count per interval

50
Q

the extent to which the observed value of a variable corresponds to the true value of that variable

A

accuracy

51
Q

the extent to which a measurement is consistnt/repeatable

A

Reliability

52
Q

the extent to which a study measured the variable(s) it intended to measure

A

validity

53
Q

what measurement involves measuring every instance of the target behavior

A

Continuous measurement

54
Q

what measurement measures some but not all instances of the target behavior

A

Discontinuous measurement

55
Q

what measurement measures the number of times a behavior occurs and can also include discrete trial behaviors

A

Event Recording

56
Q

What are the pro’s of continuous measurement

A

captures every instance of a behavior of interest

57
Q

What are the pro’s of discontinuous measurement

A

measure behavior of multiple individuals at once

58
Q

what are the cons of discontinuous measurement

A

may overestimate or underestimate behaviors of interest, may threaten the validity of a study

59
Q

what are the pro’s of event recording

A

easy to do, useful for behaviors with easily identified beginnings and endings

60
Q

what are the cons of event recording

A

difficult to use with behaviors that occur at high rates or continuous behaviors (eg on task)

61
Q

What type of graph has evenly spaced segments on the vertical axis and each segment is the same numerical distance from the one above and below it

A

Equal-Interval Graph

62
Q

What type of graph uses rectangular bars rather than individual points to represent the data

A

Bar Graph

63
Q

What type of graph where new instances of a behavior or response are added in addition to all previous instances of the behavior or response

A

Cumulative Record

64
Q

The point on the y-axis where the the behavioral measure converge

A

Level

65
Q

the ____ of a graph demonstrates the direction in which the data path is going. It can be increasing, decreasing or zero

A

Trend

66
Q

The degree of difference among repeated measures of a particular behavior or response (stable or changing a lot)

A

Variability

67
Q

A change in the phase (condition) of the study. This is important in helping to determine whether an IV had a significant effect on the DV

A

Phase Change line

68
Q

The connection of all the successive data points within a particular phase

A

Data Path

69
Q

vertical axis (usually occurrence of behavior)

A

Y-Axis

70
Q

Horizontal axis (usually sessions, days, time)

A

X-Axis

71
Q

Mr. Mason wants to collect data on her students to see how the class is performing overall. What time sampling procedure would you recommend?

A

PLACHECK

72
Q

Stephanie coughed 18 times during a 3 hour session, what is the rate at which Stephanie coughed

A

6 time per hour

73
Q

George takes forever to put his shoes on when asked to wear his shoes. What type of measurement procedure should you consider using

A

Response latency

74
Q

Joanna wants to collect data on humming to determine a baseline rate. What type of data collection would be most appropriate

A

Rate

75
Q

A teacher wants to collect data on 1 student in relation to the class but has limited time and resources. what data collection should she use

A

Whole interval recording

76
Q

What IOR is most stringent in calculating event recording data

A

Exact count-per-interval IOR

77
Q

In hopes to reduce the amount of time it takes for the client to take out the trash after being asked. What dimension of behavior should she measure to target the behavioral goal

A

Latency

78
Q
A
78
Q

A teacher wants to measure her students ability to follow directions independently. What method of data collection should she use to measure accuracy

A

Permanent product recording

BCBA 5th Edition Task List (9 decks)

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