Ch 1-4

Question 1

What are the four domains of behavior analysis?

Answer 1

ABA, EAB, Radical behaviorism, Service delivery

Question 2

ABA

Answer 2

studying if concepts and principles from the lab hold true for behaviors outside of the lab

Question 3

EAB (The Experimental Analysis of Behavior)

Answer 3

basic research; studying behavior in the lab to understand concepts and principles governing behavior

Question 4

Radical Behavior

Answer 4

guiding theoretical and philosophical foundations of the science of behavior

Question 5

Service Delivery

Answer 5

applying the concepts and principles shown to work in the lab and natural setting to improve socially significant behavior in clinical or everyday settings

Question 6

Know what “analysis” refers to in behavior analysis.

Answer 6

Analysis is the search for environmental variables that evoke and maintain behavior.

Question 7

Independent variable

Answer 7

manipulated by environmental change

Question 8

Dependent Variable

Answer 8

• behavior observed (free to vary/ measurement)

Question 9

Know what experimental control refers to.

Answer 9

-Experimental control is established by comparing the performance of a single individual against himself in repeated observations
-Experimental control refers to showing consisted functional relations between the IV and the DV

Question 10

Direct assessment

Answer 10

provide information about a person’s behavior as it occurs
-Tests
-Direct observations

Question 11

Indirect assessment

Answer 11

the data obtained are derived from recollections, reconstruction or subjective ratings
-Interviews
-Checklists
-Used to understand the content and potential controlling variables

Question 12

Generality

Answer 12

behavior change that lasts over time, settings, etc

Question 13

Effective

Answer 13

methods that improve behaviors to a practical degree

Question 14

Technological

Answer 14

procedures are described clearly enough to be replicated

Question 15

Analytic

Answer 15

The demonstration of a functional relationship between environment and behavior

Question 16

Conceptually Systematic

Answer 16

researchers must be able to relate procedures to basic scientific principles

Question 17

Applied

Answer 17

select behaviors that are socially significant for participant

Question 18

Behavior

Answer 18

a behavior that is measurable or observable in need for improvement

Question 19

Function based definitions

Answer 19

describe all the different ways the same function can be met ; defining by the effect it produces (outcome most important)
- Simpler and more concise and encompass all relevant forms of a response class

Question 20

Topography based definitions

Answer 20

identify instances of the target behavior by the shape or form (How it looks, sounds, feels)
- Used when RBT does not have direct, reliable, or easy access to the functional outcomes of behavior

Question 21

What are the three levels of social validation?

Answer 21

Social significance of the goal
Social appropriateness of the procedures
Social appropriateness of the effects

Question 22

Objective

Answer 22

observable characteristics of the behavior or to events in the environment surrounding the behavior that can be observed

Question 23

Clear

Answer 23

completely unambiguous so that it could be read, repeated, and paraphrased by another observer or someone unfamiliar with the behavior

Question 24

Complete

Answer 24

delineation of the boundary conditions so that the responses to be included and excluded are enumerated

Question 25

Rate

Answer 25

- a ratio of count per observation time interval; tallying the number of times the behavior occurs in a given period of time Ex: “spencer hit another student 10 times in a two-hour period”

Question 26

Count

Answer 26

- looking at the target behavior and you are counting the number of times the behavior occurred during a SET period of time Ex: “spencer hit another student 10 times”

Question 27

Duration

Answer 27

- record the TOTAL amount of time the behavior lasts (start timer when behavior begins, stop when it ends) -Useful for when target is to reduce/increase the duration of behavior -Good for continuous , long lasting, and high rate behaviors

Question 28

Interval recording

Answer 28

observer records whether the target behavior occurred at the moment that each interval ends (or at exact/specific points in time) The type of error is inconsistent and can be exaggerated by long intervals and observation periods

Question 29

Whole interval recording

Answer 29

- observer records whether the target behavior occurred throughout the ENTIRE interval -Should be used for something you want to INCREASE because it UNDERESTIMATES the behavior (as long as they are continuous or high rate behaviors)

Question 30

Permanent product

Answer 30

- when a behavior produces some change in the environment that lasts long enough for measurement after the fact

Question 31

Partial interval recording

Answer 31

- If the target behavior happens AT ANY POINT during the interval, you count it Should be used to measure behaviors you want to DECREASE because there is a risk of OVERESTIMATION of the duration

Question 32

Latency (response)

Answer 32

- amount of time that elapses between a cue (some starting point) and the response is referred to as latency -Measure of how long it takes for the client to begin the response

Question 33

Continuous

Answer 33

- Event recording (rate, frequency, count) and timing (duration) - measurement in which all instances of the response class(es) of interest are detected during the observation period - Continuous methods of measurement are preferred because data is not missing -We’re continuing to take data on the behavior

Question 34

Discontinuos