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ABA COPY > Developing, strengthening, Maintaining Behavior > Flashcards

Developing, strengthening, Maintaining Behavior Flashcards

1
Q

Problems with behavior

A

Can’t do: skill deficit
Problem with strength: won’t do
Does, but only under limited circumstances
Does at the wrong time or in the wrong place

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2
Q

Adaptive behavior

A

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

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3
Q

Mastered tasks

A

Tasks for which the person has met the performance criteria set for the specific task within specific conditions

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4
Q

Examples of assessments used to identify skills to target for acquisition

A

VB-MAPP, essential for living, the MOVE curriculum

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5
Q

Discriminative stimulus

A

Antecedent stimulus correlated with the availability of reinforcement. Stimulus that should, after teaching, evoke the correct or an appropriate response

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6
Q

Prompts

A

Supplementary antecedent stimuli used to evoke the correct response in the presence of an EO or SD that will eventually control behavior

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7
Q

Artificial consequences and schedules

A

Consequent stimuli or schedules of presentation that may result in the learner making the correct or an appropriate response more frequently

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8
Q

Prompts maybe given

A

Before a response begins to occur or during a response cycle to aid the performance of the behavior

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9
Q

Prompts are used

A

In skill acquisition programs, to evoke a low probability behavior, to evoke a chain of behavior by prompting the first step, to prompt behaviors incompatible with an inappropriate behavior

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10
Q

Response prompts

A

Operate directly on the response

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11
Q

Types of response prompts

A

Verbal, modeling, physical

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12
Q

Stimulus prompts

A

Operate directly on the antecedent task stimuli to cue a correct response in conjunction with the critical discriminative stimulus

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13
Q

Position cue

A

Item being taught placed closer to the student

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14
Q

Movement cue

A

Pointing to, tapping, touching, looking at item being taught

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15
Q

Redundancy of antecedent stimuli

A

One or more stimulus/response demention paired with correct choice

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16
Q

Gestural prompts

A

Response prompt if the prompt operates on the response and stimulus prompts if the prompt operates on an antecedent stimulus

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17
Q

Fading

A

A technique used to gradually transfer stimulus control from supplementary antecedent stimuli to naturally occurring EO’s and/or discriminative stimuli

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18
Q

Procedures for fading response prompts

A

Most to least prompts, least to most prompts, time delay, graduated guidance

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19
Q

Single response skill

A

A single movement and can be taught without breaking it down into smaller steps

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20
Q

Multiple response skill

A

Requires breaking down the skill into multiple steps or responses to effectively teach it

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21
Q

Stimulus fading

A

Highlighting a physical dimension of the stimulus to increase the likelihood of the correct response

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22
Q

Effects of stimulus fading on problem behavior

A

Functions as an abolishing operation and abates problem behavior, evokes appropriate behavior

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23
Q

Stimulus shape transformations

A

Using initial stimulus shape that will prompt a correct response

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24
Q

Task analysis

A

Breaking down a chain into its component responses

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25
Q

Developing a task analysis

A
  1. Perform the task or watch someone perform the task
  2. write down each individual step in sequence
  3. Perform or have someone perform a task according to the steps listed
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26
Q

Types of chaining procedures

A

Backward, backward with leaps ahead, forward, total task

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27
Q

Forward chaining

A

The responses in the chain are taught, one at a time, in the same order as the naturally occur

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28
Q

Backward chaining

A

The responses are taught, one at a time, but beginning with the last step in the chain

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29
Q

Advantages of backwards chaining

A

The learner contacts the natural reinforcement contingencies in every learning trial

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30
Q

Backward chaining with leaps ahead

A

Same as backward chaining except some steps are skipped and probed instead

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31
Q

Advantage of backward chaining with leaps ahead

A

May reduce training time

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32
Q

Total task chaining

A

All of the steps are trained in a learning trial; works best with learners with an imitative repertoire

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33
Q

Procedures for teaching response chains

A

Chaining, modeling, instructions, behavioral skills training

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34
Q

Simultaneous discrimination training

A

Both discriminative stimulus and the S Delta stimulus conditions are presented to the learner at the same time

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35
Q

Successive discrimination training

A

Only one antecedent is presented to the learner in a given trial

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36
Q

Discrimination training

A

Reinforce a response in the presence of the stimulus, but not in the absence of that stimulus

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37
Q

Stimulus control

A

Situation in which the frequency, latency, duration, or amplitude of the behavior is altered by the presence or absence of an antecedent stimulus

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38
Q

Model

A

An antecedent stimulus that evokes the imitative behavior

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39
Q

Planned models

A

Prearranged antecedent stimuli that facilitate new skills

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40
Q

Unplanned models

A

All antecedent stimuli with the capacity to evoke imitation

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41
Q

Imitation training

A

Teaching the learner to imitate or do exactly what the person providing the models is doing

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42
Q

Types of imitation

A

Fine motor, gross motor, object imitation

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43
Q

High probability request sequence

A

Antecedent manipulation in which 2 to 5 easy, known tasks are presented in quick succession immediately prior to a difficult task or response that is relatively infrequent

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44
Q

Listener responding

A

Following directions or complying with requests of others

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45
Q

Errorless teaching

A

Procedure in which the prompt is given right away

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46
Q

Differential outcomes procedure

A

Different reinforcers are provided in a discrimination task each of which is correlated with a given stimulus

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47
Q

Differential outcomes can be effective in

A

Difficult discrimination tasks

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48
Q

Discrete trial training

A

Antecedents I presented; teacher waits for the letter to respond, learner response, and teacher provides consequence contingent on the learners response

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49
Q

Components of a discrete trial

A

And antecedent stimulus that sets the occasion for the learners response. A response by the learner. The teacher provided consequence for the learners response

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50
Q

Task interspersal

A

Programming mastered items or tasks in between acquisitios trials during discrete trial instruction

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51
Q

Incidental teaching

A

One or more cues occur or motivating operations are captured in a naturally occurring situation. Naturally occurring consequences are delivered contingent on learners response

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52
Q

Capturing

A

Taking advantage of a teaching situation that arises without warning in a natural setting

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53
Q

Contriving

A

Setting up a prearranged teaching opportunity

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54
Q

Discrete trial training often results in

A

Rapid rate of acquisition

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55
Q

Incidental teaching or natural environment teaching often results in

A

Stimulus generalization and induction

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56
Q

Two effective behavioral approaches to measure education

A

Direct instruction and University of Kansas behavior analysis program

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57
Q

Available time in school

A

Total number of school days and hours

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58
Q

Allocated time in school

A

Amount of time scheduled for instruction

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59
Q

Instructional time

A

Number of minutes instruction is delivered

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60
Q

Engaged/on task time

A

Time spent attending to ongoing instruction

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61
Q

Academic learning time

A

The time that students actually spend learning

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62
Q

Role of behavior analysis and education

A

Principles of learning, the operant as the basic unit, interactive not passive, measurement and evaluation of educational outcomes, developed and validated an effective technology of instructional design instructional delivery

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63
Q

The challenge of behavior analysis in education

A

Be clear about what is taught, teach first things first, stop making all students advance at the same rate, program the subject matter, reconsider ABA instructional technology, determine how to cause more durable and extensive behavior change, develop methods that teachers can and will actually use

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64
Q

Elements of the ABA approach to education

A

Clearly specified and behaviorally stated instructional objectives.
Well designed curricular materials.
Assessment of learners entry skills.
On going frequent direct measurement of skills.
Focus on mastery.
Highly structured and fast-paced.
Systematic use of positive and corrective feedback.
Supported by empirical research.
Extensively field tested and revised based on data.
Consider how realistic the procedures are for classroom practice.

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65
Q

Behaviorally stated instructional objectives

A

A statement of actions a student should perform after completing one or more instructional components

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66
Q

Reasons for writing behaviorally stated instructional objectives

A

Guide the instructional content and tasks, communicate to students on what they will be evaluated, specify the standards for evaluating ongoing and terminal performance

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67
Q

Mastery

A

Level of performance that meets accuracy and fluency criteria

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68
Q

Accuracy

A

Correctness of the response

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69
Q

Fluency

A

Short latency, high rate of correct responses

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70
Q

Durable

A

Maintains across time even after instruction ends

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71
Q

Smooth

A

Free of pause and fall starts

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72
Q

Useful

A

Applies to the real world

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73
Q

Contextually meaningful

A

Socially valid

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74
Q

Resistant to distractions

A

Performance consistent even when there are environmental distractions

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75
Q

Criterion-based evaluations

A

Results of other students have no effect on one’a score

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76
Q

Normed referenced evaluation

A

Student scores are based on an compared with peers performance

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77
Q

Generative learning/adduction

A

A general pattern of responding that produces effective responding to many untrained relations

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78
Q

Generative instructions

A

Teaching procedures which lead to adduction

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79
Q

Stimulus equivalence

A

Describes the emergence of accurate responding to untrained and non-reinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations

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80
Q

Types of stimulus equivalence

A

Reflexivity, symmetry, transitivity

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81
Q

Reflexivity

A

In the absence of training and reinforcement the learner selects a stimulus that is matched to itself

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82
Q

Symmetry

A

After learning that A=B the learner demonstrates that B=A without direct training on that relationship

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83
Q

Transitivity

A

After learning that A=B and B=C, the learner demonstrates that A=C without direct training on that relationship

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84
Q

Learn unit

A

The smallest divisible units of teaching and incorporates interlocking three term contingencies for both teacher and the student

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85
Q

Stages of learning

A

Acquisition, fluency, application

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86
Q

Acquisition stage

A

Establishing a new behavior, skill, or repertoire

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87
Q

Fluency stage

A

Student practices acquired skill to increase the number of correct responses per unit of time

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88
Q

Application stage

A

Using learned material in new, concrete, and real life situations

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89
Q

Influences on the number of learning units

A

Wait time, response latency, feedback the way, enter trial interval

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90
Q

Response latency and IRT

A

Student variables that can influence the number of learn units delivered in a classroom

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91
Q

Active student responding

A

Frequency of detectable responses that a student emits during ongoing instruction

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92
Q

Passive responding

A

Pays attention, listens to the teacher, watches others respond

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93
Q

Active student responding correlated with

A

Increased academic behavior, improve test scores, reduced disruptive behavior

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94
Q

Hi ASR approaches to instructional activity

A

Programmed instruction, personalized system of instruction, direct instruction, precision teaching, Morningside model

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95
Q

Response cards

A

Cards, signs, or items that are held up simultaneously by all students to display their response to a question

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96
Q

Types of response cards

A

Pre-printed selection based response cards. Pre-printed selection based pincher response cards. Write on response cards

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97
Q

Choral responding

A

Students respond orally in unison

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98
Q

Guided notes

A

Teacher prepared handouts that organize content, guides the learner with standard cues for the learner to record key facts concepts and relationships, provides a take-home product for study, keeps teacher on task

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99
Q

Programmed instruction

A

Involves a presentation of small frames of information, which requires a discriminated response. Developed by Skinner, often uses a computer

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100
Q

Personalized system of instruction

A

Students achieve standards at their own pace

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101
Q

Direct instruction

A

Follows a logical analysis of concepts and procedures as it presents examples and non-examples and instructional sequence that fosters rapid concept

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102
Q

Precision teaching

A

Focuses on learners performances as a means to assess interventions as the frequency of responses are tracked and charted on a standardized chart

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103
Q

SAFMEDS

A

Say all fast minute every day shuffle

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104
Q

Prerequisite skills

A

Pre-attending skills, instructional control, verbal behavior, generalized imitation, derived relational responding

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105
Q

Behavioral momentum

A

The tendency of behavior patterns to persist once established

106
Q

Hi P request sequence

A

A procedure in which a person presents a series of easy-to-follow requests with which the behavior has a history of compliance in a sequence and then finishes with target request

107
Q

When to use high P request sequence

A

Tendency to become overly prompt dependent, too big to manage physically, extremely sensitive to being touched

108
Q

Behavior cusps

A

Behavior change that has consequences for the organism beyond the change itself, some of which may be considered important

109
Q

Pivotal behavior

A

Behavior, that once learned, produces corresponding modification or covariations and other adaptive untrained behaviors

110
Q

Rules

A

Specify contingencies and tell the listener what to do to gain or avoid certain consequences

111
Q

Contingency specifying stimuli

A

The verbal antecedent stimulus or rule actually alters the function of other stimuli, such as a previously neutral stimulus may function as a discriminate stimulus or reinforce

112
Q

Rule governed behavior

A

Behavior controlled by verbal description of a contingency

113
Q

Imitation

A

The learner emits behavior which is topographically identical or very similar to the antecedent stimuli, which consists of someone else performing a behavior, which is then imitated by the lawyer

114
Q

Generalized imitation

A

Imitative behavior which occurs without person receiving training and reinforcement to imitate the specific behavior modeled

115
Q

Imitation training

A
  1. Presenting a model that sets the occasion for a specific response by the learner
  2. Providing response prompts as needed, so the learner emits the imitative response within the designated interval
  3. Reinforcing the imitative response
116
Q

Modeling procedure

A

Uses an individual’s imitative repertoire to train new behaviors or to evoke desirable behaviors occurring at a rate which is too low

117
Q

Variables influencing effectiveness of modeling

A

If the model’s behavior is reinforced.
Similarity between the model and the imitator.
Physical attractiveness and prestige of the model.
Models emphasis of critical aspects of the target behavior.
Difficulty of the behavior.
Weather in mastery model or a coping model is presented.
Strength of the learners imitative repertoire.
Motivating operations in effect for the reinforcement.

118
Q

Behavioral skills training (BST)

A

A training package that utilizes instructions, modeling, rehearsal, and feedback in order to teach a new skill

119
Q

Components of BST

A

Instructions, modeling, rehearsal, feedback

120
Q

Verbal instructions

A

Vocal presentation of rationale and description of jobs. One of the most common procedures in staff training

121
Q

Modeling in BST

A

Role playing with trainers/trainees. Often involves simulated work setting

122
Q

Performance based training is effective with

A

Single client program and or simulated clients, actual clients, multiple clients

123
Q

General case conditions

A

Provide broad range of program exemplars with which they are likely to interact for all skills needed

124
Q

Ways to provide rehearsal feedback

A

Correct at the error, instruct the model and have the training rehearse step correctly.
At the end of the sequence, provide direction on which steps were incorrect and then instruct, model, and have trainee rehearse sequence.
Correct at error or at end without rehearsal of the sequence

125
Q

Instruction training

A

Read instructions to a trainee, present instructions verbally, print out and hand instructions for the trainee to read

126
Q

Relational frame theory

A

And explicitly behavioral account of human language and cognition. Provides a functional account of the structure of verbal knowledge and cognition

127
Q

Arbitrarily applicable relational responding (AARR)

A

Learned relational responding that can come under the control of arbitrary contextual cues, not solely the formal properties of relata nor direct experience with them

128
Q

Characterizations of AARR

A

Mutual entailment, combinatorial mutual entailment, transformation of stimulus functions

129
Q

Mutual entailment

A

When given context, A is related in a characteristic way to B, and as a result, B is now related in another characteristic way to A

130
Q

Combinatorial entailment

A

When two mutually entailed relations combine

131
Q

Contextual cues

A

Establish what relations exist between stimuli

132
Q

C rel

A

Relational context

133
Q

C func

A

Functional context, qualify/quantify the specifics of the relation between stimuli

134
Q

Stimulus transformers

A

When stimuli are brought into relations, any change to stimuli then changes all others in the network

135
Q

Framing

A

Relating stimuli in a specific way

136
Q

Types of relational frames

A

Coordination, opposition, distinction, comparison, hierarchal relations, deictic relations, temporal relationship

137
Q

Teaching self rules

A

Pliance, tracking, augmenting

138
Q

Pliance

A

Following rules because of socially mediated reinforcement for rule following

139
Q

Tracking

A

Following rules due to a history of correspondence between the rule and the contingencies actually encountered

140
Q

Augmenting

A

Rules that change the function of the consequence

141
Q

Skills to teach self rules

A

Coordination, comparative, temporal, causal relational framing, perspective taking

142
Q

Differential reinforcement of other behavior (DRO)

A

A procedure for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times. Does not teach replacement behavior

143
Q

Differential reinforcement of alternative behavior (DRA)

A

Procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction and withheld following instances of the problem behavior. Just teaches to be a better listener

144
Q

Functional behavior assessment

A

Systematic method of assessment for obtaining information about the purpose of a problem behavior serves for person

145
Q

Functional communication training (FCT)

A

An antecedent intervention in which an appropriate communicative behavior is taught as replacement behavior for problem behavior usually evoked by an establishing operation

146
Q

Verbal operants

A

Mand, tact, echoic, intraverbal, Codic, duplic

147
Q

Nonverbal operants

A

Manded stimulus selection, manded compliance

148
Q

Textual codic

A

Elementary verbal operant involving a response that is evoked by a verbal discriminative stimulus that has point to point correspondence, but not formal similarity between the stimulus, behavior, and consequence

149
Q

Transcription codic

A

Elementary verbal operant involving a spoken verbal stimulus that evokes a written, typed, or finger spelled response

150
Q

Echoic

A

Elementary verbal operant involving a response that is evoked by a verbal discriminative stimulus that has point-to-point correspondence and formal similarity with the response

151
Q

Autoclitic

A

A secondary verbal operant in which some aspect of the speakers own verbal behavior functions as an SD or MO for additional speaker verbal behavior

152
Q

Manded stimulus selection

A

Selecting a named item or following the direction to complete a task

153
Q

Topography based response forms

A

Saying words, forming gestures or signs, writing words, making distinctive sounds

154
Q

Selection based response forms

A

Pointing to pictures, symbols, or words on the board. Handing pictures, symbols, or words to another person.

155
Q

With signs

A

Learners can acquire more skills and communicate a greater variety of messages with more detail to a smaller audience

156
Q

With picture selection

A

Learners will be able to acquire fewer skills and communicate fewer and less detailed messages, but to a larger audience

157
Q

VB-MAPP

A

A norm-referenced, developmental assessment, and curriculum

158
Q

Essential for living

A

A functional assessment and curriculum

159
Q

Developmental instruments

A

Include skills that are typically acquired in a specific sequence by typically developing children

160
Q

Functional instruments

A

Include skills that are required in other settings.
taught in the same circumstances as those in which they typically occur.
in the absence of wish someone would have to perform the skills for them selves.
result in increased access to preferred items, activities, and people

161
Q

Echoic training

A

Echoic response is presented and successive approximations are reinforced

162
Q

Tact training

A

pair MO with nonverbal prompts and echoic stimulus

163
Q

Intraverbal training

A

Use MOs to facilitate stimulus control

164
Q

Functional tasks

A

More closely resembles natural language. Does not require induction

165
Q

Interspersed and mixed tasks

A

Improves attentiveness. Reduces the tendency to exhibit behavior that has resulted in escape

166
Q

Varied and functional cues

A

More likely to result in stimulus generalization

167
Q

Teaching functional discriminations and alternative responses

A

May increase the rate of acquisition and result in more useful discriminations. May decrease rote responding and result in more useful responses

168
Q

Fast-paced intense instruction

A

Prompt out latency to achieve fluency, improves attentiveness, results in less frequent problem behavior

169
Q

Fluency building

A

Improves retention, fluent component skills often result in the rapid acquisition of composite skills

170
Q

Echoic to mand transfer procedure

A

Say the word, wait for the learner to repeat the word, provide the requested item or activity

171
Q

Contingency contract

A

A document that specifies a contingent relationship between the completion of the specified behavior or task and access to a specific reward

172
Q

Necessary elements of a contract

A

Task, signatures, reward, data collection

173
Q

Progress record

A

Should monitor progress of contract and provide interim rewards

174
Q

Contracting rules

A

Payoff is immediate, initially reward small approximations, reward frequently with small amounts, we were accomplishments not obedience, we were performance after it occurs, must be fair, honest and positive, must be clear, methods must be used systematically

175
Q

DeRisi contract model

A

Date the contract begins and ends, behavior, amount and kind of reward, signatures, schedule for review of progress

176
Q

Group contingencies can be used when

A

Group of persons share certain problem, unrealistic to set up individual programs, difficult to identify the person responsible, singling out one person may cause problems with peers

177
Q

Independent group contingency

A

Each member of the group is able to earn reinforcement regardless of the others performance

178
Q

Dependent group contingency

A

Whether or not reinforcement is provided depends on one or a small group of individuals in the larger group. Also called hero procedure or consequences sharing

179
Q

Interdependent group contingency

A

Reinforcement for the group is dependent on each member meeting a performance criteria. Variations include a group average or random selection

180
Q

Token economy

A

A system whereby patients earn generalized conditioned reinforcers as an immediate consequence for specific behavior

181
Q

Steps in designing a token economy

A

Select tokens, identify target behaviors, select backup reinforcers, establish ratio of earning and exchanging, develop procedures, field test and train

182
Q

Behaviors for token economies

A

Mostly behavior to accelerate. Observable, measurable, clearly defined, criteria for earning tokens

183
Q

When developing token economy procedures decide

A

When to deliver tokens, when to exchange tokens, what happens when criteria are not met, data collection system

184
Q

Disadvantages of token economy systems

A

Complex and cumbersome, staff intensive, requires constant monitoring, maybe unnatural or intrusive, system eventually require fading

185
Q

Advantages of token economy system

A

Powerful behavior change system, immediate delivery of reinforcement, does not interrupt tasks, facilitates money usage, facilitates data collection

186
Q

To phase out token economies

A

Pair tokens with praise, increase earning criteria, increase back up items cost, switch to natural reinforcers, fade out tokens, reduced amount of time and effects, use self-monitoring and levels

187
Q

Level system

A

Participants advance up or down throughout a succession of levels contingent on their behavior at the current level

188
Q

Level system is best for

A

Multiple behavior change targets, behaiorally similar population, similar target environments, target populations behavior is controlled by delayed or mediated contingencies

189
Q

Advantages of level systems

A

Simplify staff training, provide systematic guidelines for decisions, can offset the individual differences that control decisions, maybe used to fade out a token economy

190
Q

Disadvantages of level systems

A

Can become punitive, easily misused, relying on level system too much

191
Q

Self management

A

Personal application of behavior change tactics that produces a desired change in behavior

192
Q

Self-management strategies

A

Identify target behavior, self monitor, identify discriminative stimuli establishing operations, arrange contingencies to support self-management, identify immediate and delayed positive and negative consequences for engaging in target behavior, get an accountability partner

193
Q

Ways to self manage

A

Provide prompts, performing initial steps of the chain, remove necessary items, restrict stimulus conditions

194
Q

How to self monitor

A

Record data as behavior occurs and need to make sure monitoring is accurate

195
Q

Self-monitoring is more likely to be effective when

A

Behavior is recorded immediately, effective prompts are used, permanent product of the behavior or a record of its occurrence is made for evaluation

196
Q

Elements of teaching self management

A

Self-selection definition of the target behavior, self observation recording, specification of the procedures for changing behavior, implementation of self management strategy, evaluation of self-management program

197
Q

Organizational behavior management (OBM)

A

A sub discipline of ABA. Used to evaluate employee performance

198
Q

Components of OBM

A

Performance management, behavior systems analysis, behavior based safety, pay for performance

199
Q

Performance management

A

Management of an individual employee or a group of employees through the application of behavior principles

200
Q

Interventions used in performance management

A

Goalsetting, feedback, job aids, token systems, lottery systems

201
Q

Clinical tasks

A

Implementing behavior plans, collecting data, implementing emergency procedures

202
Q

Variables affecting performance

A

Antecedents, equipment and processes, knowledge and skills, consequences

203
Q

Performance Monitoring

A

Procedural integrity and monitoring effectiveness of behavior plan

204
Q

Problems with conducting monitoring

A

Monitoring is hidden, staff don’t know why they are being monitored, monitoring is done impolitely, results of monitoring are not shared

205
Q

Incorrect use of monitoring data

A

Used primarily for punishment, typically delayed punishment

206
Q

What to do with data

A

Reinforcement and corrective feedback for the staff member. Minimum of 4 to 1 instances of reinforcement to corrective feedback. Reinforcement every chance

207
Q

Why data collection doesn’t sustain

A

Problematic definitions, unclear roles, insufficient materials, insufficient training, complexity of intervention, failure to generalize, competing contingencies, staff dissatisfaction

208
Q

Types of integrity

A

Observation, permanent product, self-report

209
Q

Steps to effective performance monitoring

A

Pinpoint, develop a tool, determine if staff meets criteria, often target behavior can be collected simultaneously

210
Q

Pinpoints

A

Observable, measurable, reliable

211
Q

Develop a tool

A

Create a data sheet, have space to take notes

212
Q

How often to monitor

A

80% agreement for most plans at least once per week

213
Q

Increase monitoring if

A

Data is being collected on vital skill/dangerous problem behavior, new plan, problems are noticed

214
Q

When collecting data on deceleration

A

Observe when problems are most likely, more worried about low agreement, integrity is more important in procedures like extinction

215
Q

Reducing reactivity

A

Monitored frequently, self-monitoring, monitoring results, covert monitoring, using the activity to your vantage

216
Q

Identify pinpoints

A

Identify the biggest opportunity, select a few behaviors that will have the biggest impact, don’t overwhelm with pinpoints

217
Q

OBM measurement dimensions

A

Quantity, quality, cost, timeliness

218
Q

Identifying quality

A

Ask managers and employees what makes someone good at…
Engage in narrative recording
Look for recurring themes

219
Q

Behaviorally anchored rating scale (BARS)

A

Anchors behavior to scores. The more behavior that an individual engages in, the higher the score

220
Q

Benefits of BARS

A

Easy goal setting, allows for objective evaluation, negates the need for other forms of performance review

221
Q

Training

A

Implemented for new staff, when new plans are introduced, when there is a skill deficit. Antecedent manipulation

222
Q

Retraining

A

Decide if the staff can’t do or won’t do. May need task clarification

223
Q

How to train

A

Provision of written description, brief explanation with questions, classroom training, performance and competency based training, behavioral skills training

224
Q

Steps for staff training

A
  1. Verbally describe the skills and give the rationale
  2. Provide a written description
  3. Demonstrate how to perform the skills
  4. Observe training practice the skill
  5. Provide feedback
  6. Repeat steps 3 to 5 until proficiency is reached
225
Q

Using classroom training

A

Provide instruction using lecture, watching videos, Internet broadcasting. Use ASR’s

226
Q

When to use antecedent interventions

A

Real problems, competing contingencies, failure to generalize

227
Q

Types of antecedent based interventions

A

Job description, supervisor presence, job aids

228
Q

Job description

A

Proper evaluation of pinpoints, clarification of management duties, clarification of roles

229
Q

Why reinforcement fails

A

Insincere, too thin, assumption of value, too delayed, too general, noncontingent, reaction from employee

230
Q

Use for negative reinforcement

A

Can get behavior started

231
Q

Performance feedback

A

Positive feedback, constructive feedback

232
Q

Positive feedback

A

Provide immediate, specific, contingent, sincere statement.
Deliver fairly and equally, based upon data.
Spend time pairing yourself with reinforcement.
Be sensitive to public versus private praise.

233
Q

Characteristics of good constructive feedback

A

Done in private, soon after the behavior, describe the desired performance, talk specifically about behavior, use I statements, deliver when calm

234
Q

Staff information

A

Should always be informed about what is expected and how they are doing in relation to what is expected

235
Q

Goals

A

Antecedent that describes a terminal level of performance to be obtained.
Should be difficult and achievable, underperformer control, specific

236
Q

Setting goals

A

Set the goal and market on the graph.
Obtain employee input for the goal.
Consider subgoals if significant improvement is required

237
Q

Outcome management

A
  1. Identify outcome for consumer
  2. Specify target behavior for staff
  3. Provide training
  4. Monitor staff performance
  5. Provide data based reinforcement for correct performance
  6. Provide corrective feedback for insufficient performance
  7. Evaluate the effects of supervisory procedures
238
Q

Guidelines for using punishment

A 
Don't threaten just implement
Punish the behavior not the person
Immediate and consistent
In private
Don't mix with reinforcement
Use an intense punisher
239
Q

Goal of education

A

Create individuals who are capable of doing new things

240
Q

Importance of generalization

A

Many students have difficulty generalizing the skills they learn.

241
Q

Generalization

A

Occurrence of relevant behavior under different conditions without the scheduling of the same events in those conditions as had been scheduled in the training conditions

242
Q

Stimulus generalization

A

Extent to which performance of the target behavior is improved in environments different than the original training environment

243
Q

Response generalization

A

Extent to which the learner performs variety of functional responses in addition to the trained response

244
Q

Maintenance

A

The extent to which the learner continues to perform the target behavior after a portion or all of the intervention has been terminated

245
Q

Generalization across participants

A

Changes in behavior of untreated persons as a function of the treatment contingencies that are applied to the client

246
Q

Techniques for programming the generality of behavior change

A 
Introduced to natural reinforcement contingencies
Train sufficient exemplars
Train loosely
Use indiscriminable contingencies
Program common stimuli
Mediate generalization
Train to generalize
247
Q

Introduce to natural reinforcement contingencies

A

Transfer control from trainer to stable, natural contingencies.
Choose behaviors to teach that will meet maintaining reinforcement contingencies after training

248
Q

Train sufficient exemplars

A

Training multiple settings, with multiple trainers, with multiple stimuli

249
Q

Train loosely

A

Training is conducted with relatively little control over the stimuli presented and the correct response is allowed, so as to maximize sampling to relevant dimensions or transfer to other situations and other forms of the behavior

250
Q

Use indiscriminable contingencies

A

Use variable reinforcement schedules, delay reinforcement, hide

251
Q

Mediate generalization

A

Establish a response as part of the new learning that is likely to be used with other problems as well. Language is the most common mediator

252
Q

Train to generalize

A

Reinforce generalization, use instructions to facilitate generalization

253
Q

Behavior contrast

A

If the behavior has been maintained in two or more contexts, and a procedure that decreases the behavior is introduced in one of these contexts the behavior may increase in the other contacts despite no changes in the contingencies in these other contacts

254
Q

Direct consumers

A

Individuals we are paid to serve

255
Q

Indirect consumers

A

Other individuals who benefit from the behavior change and clients

256
Q

Terminating services

A

Never abandon clients, plan ahead and collaborate with other professionals

257
Q

Criteria for terminating

A

Clients don’t need services, client is not benefiting, client is harmed by service, environment is unsafe

258
Q

Risk benefit analysis

A

Potential gain must be weighed against risk of continuing. Done when deciding to take a case, continue with the case, and terminate the case

259
Q

Steps in a risk benefit analysis

A
  1. Assess risk of behavioral intervention
  2. Assess benefits
  3. Discuss the analysis with involved parties
  4. Decision
260
Q

Reasons for selecting target behavior

A

Helps individuals achieve outcomes. Behavior deficit makes the person too dependent on others

ABA COPY (4 decks)

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