CA

Question 1

Continuous measurement

Answer 1

Means they are measuring all of the behavior, not just a sample

Question 2

Examples of continuos measurement

Answer 2

Frequency, duration, latency, and IRT

Question 3

What is frequency!

Answer 3

The account of the behavior (time not specified)
Most common form of data collection

Question 4

Rate

Answer 4

The account of the behavior (time specified)

Question 5

Duration

Answer 5

How long a behavior lasts

Question 6

Latency

Answer 6

How long it takes for a behavior to start after a antecedent or trigger is introduced (how late is the behavior after that antecedent/trigger/SD)

Question 7

Example of latency data collection

Answer 7

BT asks client to clap hands, how long did it take for client to clap their hands (e.g. 10 seconds)

Question 8

Inter Response Time (IRT)

Answer 8

The time between responses

Question 9

Discontinuous measurement

Answer 9

Measuring behavior less precisely than continuous measurement

Question 10

Partial interval recording

Answer 10

Did behavior occur during any given time during that interval? (e.g. clapping within 10 sec time span ~ yes if they did, no if they didn’t). Usually yes or no, and typically for behavior reduction

Question 11

Whole Interval Recording

Answer 11

Did behavior occur at all during whole time? (e.g. in-class sitting in seat ~ did the child sit on his seat for the whole of 5 minutes ~ correct if they did)

Question 12

Momentary Time Sampling

Answer 12

Observing behavior at a very specific time of the interval, great for classroom setting (e.g. in seat behavior, interval is an hour long, if student in seat at the end of the interval it is correct)

Question 13

Purpose of graphing

Answer 13

To see the progress of data of our client over time

Question 14

Preference assessment and different types

Answer 14

Figure out what the client wants/is motivated for

Indirect: asking directly

Free operant: present multiple options simultaneously and allow client to interact freely. Record how long they interact with chosen items, and rank them accordingly

Single stimulus: present single reinforcers at a time and see how long they chose to engage with them

Multiple stimulus: present multiple tangible stimulus in an array simultaneously, allowing client to choose, then removing chosen item (with or without replacement)

Paired stimulus: 2 items at a time and ask to select one and repeat with all items

Question 15

Collecting abc data

Answer 15

Be objective, don’t talk about feelings, write down what you’re seeing and hearing. Be detailed, and break down data.

Question 16

Discrete trial teaching

Answer 16

Learning trial that is discrete ~
A trial:
The antecedent (the instruction)
The target response/prompted response (doing the instruction)
Consequence (the end of the trial where you reinforce or error correct)

Question 17

Naturalistic teaching (incidental teaching)

Answer 17

Taking advantage of naturally occurring learning opportunities.
Ex: youre teaching client to make requests, and client finds interest in item you’re teaching them to request, use that opportunity to teach them

Question 18

Chaining

Answer 18

Taking a behavior made of several small steps and teaching it step by step

Question 19

First step on chaining and then what you do after

Answer 19

Task analysis: analyzing the task then brining it down to steps
Then figure which chaining you want to usw

Question 20

Foward changing

Answer 20

Fading out prompts and teaching starting with the first step in the chain

Question 21

Backwards chaining

Answer 21

You start fading out prompts with the last step in the chain

Question 22

Total task chaining

Answer 22

Teaching all aspects of the chain at once

Question 23

Shaping

Answer 23

Behavior you’re trying to teach doesn’t consist of multiple steps, but the teaching process does. Shaping means you already of a response and you’re trying to change that one response to a different response. You can do this by changing what you reinforce.
EX: client is learning how to say ball, but pronounces “blah”. You reinforce it until they are consistent in saying it, then move onto reinforcing saying a more accurate pronunciation

Emphasis: changing what you choose to reinforce. Differentials reinforcing the success of approximation towards the final response you’re looking for

Question 24

Discrimination training

Answer 24

Teaching learner to discriminate between two different things
Ex: choosing between 2 colors, praise with correct response, prompting or error correction with incorrect response

Question 25

Stimulus control transfer

Answer 25

Transferring stimulus control from one antecedent stimulus to another. If a learner demonstrates a certain response on one condition, you are transferring that response to more/other conditions Ex: dog sits when you point to the ground, but you want it to respond when you say sit, so your transfer it to when you say sit ~ you do this by saying them together then fading out the point

Question 26

Token system

Answer 26

Your are giving a token when the learner emits a correct response. Once learner earns certain amount of tokens, those tokens can be exchanged for a back-up reinforcer

Question 27

Least to most prompting vs most to least prompting

Question 28

Errorless prompting (NOT error correction)

Question 29

Error correction

Question 30

Prompt heiarchy (least to most)

Answer 30

Independent Symbol Verbal Gestural Model Physical

Question 31

Different types of prompting

Question 32

Crisis/emergency

Question 33

Demonstrate antecedent intervention, differential reinforcement, or extinction

Answer 33

Antecedent interventions are designed to alter the environment before a behavior occurs Differential reinforcement is defined as reinforcing a specific class of behavior while withholding reinforcement for other classes of behavior extinction refers to the fading away and eventual elimination of undesirable behaviors

Question 34

Antecedent interventions

Answer 34

Looking at what the antecedent or proactives are for the behavior plans are for the client

Question 35

Differential reinforcement

Answer 35

When you reinforce one thing and not something else

Question 36

Extinction

Answer 36

You’re not reinforcing a challenging behavior or a behavior you’re trying to reduce

Question 37

Session Notes

Answer 37

Explain what procedures were used (prompting, and reinforcement). Use objective language.

Question 38

Client dignity

Answer 38

Make sure their appearance is presentable if they are unable to do it for themselves Allow more opportunities for the client to have independence and a voice Use respectful language when communicating with or referring to the client.

Question 39

Professional boundaries

Answer 39

Avoiding dual relationships

Question 40

Supervision

Answer 40

5% need to be supervised by your BCBA

Question 41

How much of your supervised time can be in a group setting vs individual

Answer 41

50%

Question 42

How many contacts do you need with your supervisor per month (how many in person?)

Answer 42

at least 2 face-to-face, synchronous contacts per month

Question 43

Describe one situation in which you seek clinical direction from your supervisor

Answer 43

If I have questions about a program, and I’m unsure on how to run it