competency Flashcards
(21 cards)
continuous measurement and types
recording every instance of the target behavior
1. frequency: # of times behavior occurred
2. rate: same thing as frequency just specifying the amount of time in which im observing
3. duration: how long behavior lasts
4. latency: how long it takes for behavior to occur after antecedent is introduced
5. IRT(inter-response time): time between responses
discontinuous measurement and types
recording target behavior on a schedule
1. partial interval: did the behavior happen at least once (yes or no) during interval
2. whole: did the behavior occur for the whole time
3. momentary time sampling: is behavior happening at a specific point in time of interval (ex: at the end of the session)
data and graphs
- why is it important
- when do we collect data
we collect and graph to see progress over time
data is taken when behavior occurs or right after
preference assessment and types
determines what stimuli the client prefers to use as reinforcer
1. single stimulus: providing one item at a time and recording response/ engagement
2. paired stimulus: present two items, document how much each item is chosen, and then rank
3. multiple stimuli: present array of items, document which is chosen, with or without replacement
4. free operant: letting client decide
collecting ABC data
(what goes under each category) and why we do it
Antecedent: what happened right before the behavior
Behavior: just the behavior
Consequence: what happened in environment around client after the behavior
AVOID TALKING ABOUT FEELINGS, OBJECTIVE LANGUAGE ONLY
we collect this data to determine the function of the behavior (EATS)
Discrete Trial Teaching
structured learning trial with a clear start (SD), target response (prompt it), and end of trial which is the consequence (reinforcement or error correction)
naturalistic teaching
taking advantage of having naturally occurring learning opportunities as they appear
chaining and types
several steps used to teach a skill, start with task analysis to break complex skill down
1. forward: fade prompts for first step and prompt rest of skill, do this until each step is mastered
2. backwards: prompt entire skill until last step and do this until all steps are mastered
3. total task: all steps taught at once and only prompt when needed
shaping
reinforcing approximations of target response until it has been reached
ex: “say ball” and client says “blah”, reinforce that until “blah” is mastered and then stop reinforcement until they say “ball”
discrimination training
teaching client to discriminate btwn 2 things
- ex: hold up two markers and ask “which one is pink?”, reinforce if correct, error correction if wrong
stimulus control transfer
stimulus control= stimulus that elicits a certain response, transferring that stimulus control from person to person, environment to environment
ex: client behaves with rbt but not parents, stimulus control must be transferred
token system
client gets token when emitting correct response, when all tokens received reinforcer is given
prompts and prompt fading
assistance given to client to promote desired response
prompt fading: gradually removing / using less intrusive prompts to promote independent response from client
start with most to least and once mastered go least to most (gesture, model, verbal, partial physical, full physical)
antecedent intervention
modifications to the environment, routines, or events before a behavior occurs to encourage desired behaviors and reduce problem behaviors
ex: FCT (functional communication training), prompts, priming, visuals
differential reinforcement
and types (3)
reinforcing appropriate behaviors to decrease challenging behaviors
1. Differential reinforcement of incompatible behaviors (DRI): rewards a behavior that cannot happen at the same time as the unwanted behavior
- ex: if a child likes to walk around the classroom, you can reward them for staying in their seat
2. Differential reinforcement of other behaviors: reinforce absence of problem behavior
3. Differential reinforcement of alternative behaviors: reinforcing behavior that is alternative to the behavior we want to decrease
extinction
not providing reinforcement for something previously reinforced
-ex: client has tantrum bc they cant have toy. parents then give them the toy. client stops crying. —-> dont give toy next to stop reinforcing the crying
session notes (what they do)
- give context to data collected
- explain reinforcement procedures, prompting procedures used, effects of those things, and use OBJECTIVE LANGUAGE
supervision requirements
5% of therapy hours have to supervised by the BCBA
at least two face to face meetings monthly, and must observe a session once in person of the two meetings
clinical direction
just say: if i have a question about the program/ dont know how to run it
professional boundaries
STRICTLY PROFESSIONAL
do not attend personal family events, only talk about the child / no personal life talk, do not accept gifts
client dignity
address the client with respect regardless of their abilities, offer opportunities for choice whenever possible, personal space, right to respectful and positive staff
