Final Exam COPY

Question 1

a verbal statement summarizing the results of an experiment (or group of experiments) that describes the occurrence of the phenomena under study as a function of the operation of one or more specified and controlled variables in the experiment in which a specific change in one event (the dependent variable) can be produced by manipulating another event (independent variable) and that change in the dependent variable was unlikely the result from other factors (confounding behaviors)

Answer 1

Functional Relation

Question 2

a presumed but unobserved process or entity (Freud’s id, ego, and superego)
ex. explaining someones behavior by saying the person must be feeling self conscious therefore they acted as they did.
We cannot see of measure this thought process

Answer 2

Hypothetical construct

Question 3

the idea that inner thoughts and feelings are what cause behaviors

Answer 3

Mentalism

Question 4

that portion of an organisms interaction with its environment that involves movement of some part of the organism

Answer 4

Behavior

Question 5

Applied
Behavioral
Analytic
Technological
Effective
Generality
Conceptually systematic

Answer 5

7 dimensions of ABA

Question 6

a basic principle of behavior describing a response-consequence functional relation in which a response is followed immediately by a stimulus change that results in similar responses occurring more often

Answer 6

Reinforcement

Question 7

a response followed immediately by the presentation of a stimulus change that results in similar responses occurring more often

Answer 7

Positive reinforcement

Question 8

the occurrence of a response is followed immediately by the termination, reduction, postponement or avoidance of the stimulus, which leads to an increase in the future occurrence of similar responses.

Answer 8

Negative reinforcement

Question 9

all of a person’s learning experiences and more specifically to past conditioning with respect to particular response classes or aspects of a persons repertoire. People will react differently to different stimulus because of these past experiences

Answer 9

History of reinforcement

Question 10

the conglomerate of real circumstances in which the organism or referenced part of the organism exists; behavior cannot occur in the absence of this

Answer 10

Environment

Question 11

a highly preferred activity is used as a reinforcer for a behavior that is not very preferred. Ex. first, then. Fist shape sorter then puzzle.

Answer 11

Premack principle

Question 12

Description
Prediction
Control

Answer 12

Three methods of science

Question 13

the response terminates (produces escape) from ongoing stimulus

Answer 13

Escape

Question 14

a response prevents or postpones the presentation of a stimulus

Answer 14

Avoidance

Question 15

the science in which tactics derived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for the behavior.

Answer 15

ABA

Question 16

the measured behavior in an experiment to determine if it changes as a result of manipulations of the independent variable; in ABA it represents some measure of a socially signifiant behavior.

Answer 16

Dependent Variable

Question 17

the variable that is systematically manipulated by the researcher in an experiment to see whether changes in the independent variable produce reliable changes in the dependent variable. In ABA it is usually an environmental event of condition antecedent or consequence to the dependent variable.

Answer 17

independent variable

Question 18

a stimulus change that functions as a reinforcer because of prior pairing with one or more other reinforcers.

Answer 18

Secondary reinforcer or conditioned reinforcer

Question 19

a previously neutral stimulus change that functions as a punisher because of prior pairings with one or more other punisher

Answer 19

Secondary Punisher or conditioned punisher

Question 20

a stimulus change that increases the frequency of any behavior that immediately precedes it irrespective of the organisms learning history with the stimulus. A product of the evolutionary development of the species.

Answer 20

Primary reinforcer or unconditioned reinforcer

Question 21

a stimulus change that decreases the frequency of any behavior that immediately precedes it irrespective of the organisms learning history with that stimulus. Products of the evolutionary development of the species meaning that all members of the species are more or less susceptible to punishment by the presentation of unconditioned punishers.

Answer 21

primary punisher or unconditioned punisher

Question 22

defines instances of the target response class by the shape or form of the behavior. What is the form of the behavior? what does it look like?

Answer 22

Topography

Question 23

designates responses as members of the targeted response class solely in terms of their common effect on the environment. (attention seeking behavior) what is the function of the behavior?

Answer 23

Function based definition

Question 24

the force or intensity with which a response is emitted; provides important quantitative parameters used in defining and verifying the occurrence of some response classes.

Answer 24

Magnitude

Question 25

how often a behavior occurs. some behavior analysts use frequency to mean rate ( a ratio of responses per standard unit of time) other use frequency as a synonym for count.

Answer 25

Frequency

Question 26

the total time that the behavior occurs. measured by elapsed time from the onset of a response to its end point

Answer 26

Duration

Question 27

a measure of temporal locus. the elapsed time from the onset of a stimulus (task, direction, cue) to the initiation of the response.

Answer 27

Latency

Question 28

a measure of temporal locus. defined as the elapsed time between two successive responses. ex. time that passes after one tantrum ends and the next one begins.

Answer 28

Interresponse time (IRT)

Question 29

a fundamental measure of how often behavior occurs expressed as count per standard unit of time. ( per min, hour,day) and calculated by dividing the number of responses recorded by the number of standards units of time in which the observations were conducted.

Answer 29

Rate

Question 30

a measurement method on which the presence or absence of behavior is recorded at precisely specified time intervals

Answer 30

Momentary time sampling

Question 31

a time sampling method for measuring behavior in which the observation period is divided into a series of brief time intervals (typically 5 to 15 seconds). At the end of each interval, the observer records whether the target behavior occurred throughout the entire interval; tends to underestimate the overall percentage of the observation period in which the target behavior actually occurred.

Answer 31

Whole interval recording

Question 32

a time sampling method for measuring behavior in which the observation period if divided into a series of brief time intervals, typically 5-10 seconds. The observed then records whether the behavior occurred at any time during the interval. It is not concerned with how many times the behavior occurred during the interval or how long the behavior was present. only that it occurred at some point during the interval. Tends to be an overestimate of the proportion of how much the behavior occurred.

Answer 32

Partial interval recording

Question 33

effects of an observation and measurement procedure on the behavior being measured. This is most likely to happen when the measurement procedures are obtrusive, especially if the person being observed is aware of the observers presence and purpose.

Answer 33

Reactivity

Question 34

the response class selected for intervention; can be defined either functionally or topographically. Must be functional. EX. Losing weight is not a behavior but deceasing food intake or increasing exercise is and can be measured.

Answer 34

Target behavior

Question 35

a complete definition of the target behavior discriminates between what is and what is not an instance of the target behavior. Should be objective time and referring only to observable characteristics of the behavior and the environment. -a good definition is operational -a good definition increases the likelihood of an accurate and believable evaluation of a programs effectiveness.

Answer 35

How to write a target behavior

Question 36

``` Determinism Empiricism Extermination Replication Parsimony Philosophical Douby ```

Answer 36

Attitudes of Science

Question 37

The idea that events happened because of other events. There are reasons why things happen. ex.someone crashing their car because they were texting

Answer 37

Determinism

Question 38

the researcher must be objective during their observation and measurements of what they are studying. They do not let their personal beliefs and opinions influence their thinking. ex. a scientist putting aside their political views while working on creating a vaccine

Answer 38

Empiricism

Question 39

the dependent variable and independent variable are measured in a controlled way

Answer 39

Experimentation

Question 40

the repeating of experiments. Through this process scientists can determine the reliability of their findings.

Answer 40

Replication

Question 41

when a researcher eliminates the simplest explanations for why something is happening and are then able to study or consider the more complex possibilities. ex. child is throwing at school and teacher says it is because they are frustrated. The reacher eliminates this idea and makes observations to determine if something is occurring before or after the act of throwing to reinforce this behavior.

Answer 41

Parsimony

Question 42

an attitude that the truthfulness and validity of all scientific theory and knowledge should be continually questioned.

Answer 42

Philosophical doubt

Question 43

the response component of a reflex; behavior that is elicited or induced, by antecedent stimuli

Answer 43

Respondent behavior

Question 44

a stimulus response relation consisting of an antecedent stimulus and the respondent behavior it elicits (ex. bright light-pupil contraction). unconditioned and conditioned reflexes protect against harmful stimuli, help regulate the internal balance and economy of the organism and promote reproduction.

Answer 44

Reflex

Question 45

behavior that is selected, maintained, and brought under stimulus control as a function of its consequences. each person's repertoire of these behaviors is a product of history of interactions with the environment.

Answer 45

Operant behavior

Question 46

respondent behavior is elicited

Answer 46

Elicit

Question 47

operant behavior is evoked

Answer 47

Evoke

Question 48

a decrease in the frequency of operant behavior presumed to be the result of continued contact with or consumption of a reinforcer that has followed the behavior; also refers to reducing effectiveness of a reinforcer (ex. presenting a person with copious amounts of a reinforcing stimulus prior to a session)

Answer 48

Satiation

Question 49

the state of and organism with respect to how much time has elapsed since it has consumed or contacted a particular type of reinforcer; also refers to a procedure for increasing the effectiveness of a reinforcer (ex. withholding a person's access to a reinforcer for a specified period prior to session.)

Answer 49

Deprivation

Question 50

a basic principle of behavior describing a response-consequence functional relation in which a response is followed immediately by a stimulus change that decreases the future occurrences of that type of behavior

Answer 50

Punishment

Question 51

a response followed immediately by the presentation of a stimulus that decreases the future frequency of the behavior

Answer 51

Positive punishment

Question 52

a response behavior followed immediately by removal of a stimulus (or a decrease in the intensity of the stimulus) that results in similar responses occurring less often.

Answer 52

Negative Punishment

Question 53

Basic unit of analysis in the analysis operant behavior; encompasses the temporal and possibly dependent relations among an Antecedent Stimulus- Behavior- and Consequence

Answer 53

Three term contingency

Question 54

an environmental condition or stimulus change existing or occurring prior to the behavior of interest

Answer 54

Antecedent Stimulus

Question 55

a stimulus change that follows a behavior of interest. Some consequences, especially those that a re immediate and relevant to current motivational states, have significant influence on future behavior, others have little effect.

Answer 55

Consequence

Question 56

a natural science approach to the study of behavior as a subject matter in its own right founded by B.F skinner. Methodological features include rate of response as a basic dependent variable, repeated continuous measurement of clearly defined response classes, within subject experimental comparisons instead of group design, visual analysis of graphed data instead of statistical inference, and an emphasis on describing functional relations between behavior and controlling variables in the environment over formal theory testing.

Answer 56

Experimental Analysis of Behavior

Question 57

The philosophy of a science of behavior; there are various forms of behaviorism. Radical, mentalism and methodological

Answer 57

Behaviorism

Question 58

Applied Behavioral Analytic

Answer 58

Defining characteristics of ABA

Question 59

refers to working on behaviors that will help the client in their day to day life. Ex woking on language skills or activities of daily life

Answer 59

Applied

Question 60

the specific behavior in need of improvement. This behavior must be able to be measured as well as studied through direct observation. Must study not only the participants behavior change but the researchers behavior change as well.

Answer 60

Behavioral

Question 61

the researcher must be able to have experimental control as well as be able to show a functional relation between the dependent and the independent variables.

Answer 61

Analytic

Question 62

a behavioral effect associated with abrupt increases in ratio requirements when moving from a denser to thinner reinforcement schedules; common effects include avoidance, aggression, and unpredictable pauses or cessation responding.

Answer 62

Ratio strain

Question 63

a schedule of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced ex. first response following the passage of 3 mins is reinforced)

Answer 63

Fixed interval (FI)

Question 64

a schedule of reinforcement requiring a fixed number of responses for reinforcement (ex. reinforcement follows every 4th response)

Answer 64

Fixed Ratio (FR)

Question 65

a schedule of reinforcement that provides reinforcement for the first correct response following the elapse of different durations of time occurring in a random of unpredicted order. The mean duration of the intervals is used to describe the schedule (ex. reinforcement is delivered for the first response following an average of 10 mins since the last reinforced response but the time that elapses following the last reinforced response might range from 30 seconds or less to 25 mins or more)

Answer 65

Variable interval (VI)

Question 66

a schedule of reinforcement requiring a varying number of responses for reinforcement. The number of responses required varies around a random number; the mean number of responses is required for reinforcement is used to describe the schedule. ex. an average of 10 responses must be emitted for the reinforcement, but the number of responses required following the last reinforced response might range from 1 min to 30 or more

Answer 66

Variable ratio (VR)

Question 67

a contingency of reinforcement in which some, but not all, occurrences of the behavior produce reinforcement. Should move to this once a behavior is learned

Answer 67

Intermittent schedule of reinforcement

Question 68

a schedule of reinforcement that provided reinforcement for each occurrence of the target behavior. Should be used when a client is first learning a behavior.

Answer 68

Continuous reinforcement

Question 69

after the first response little hesitation between response, post reinforcement pause occurs. High rates of responding occur

Answer 69

Effects of Fixed ratio

Question 70

initial slow responding but accelerating rates as the time to the reinforcer gets closer. Post reinforcement pause occurs. slow to moderate response rate. (scallop) no responses often occur right after reinforcement

Answer 70

Effects of Fixed interval s

Question 71

consistent, steady effects, high rates or responding occur. No post reinforcement pause.

Answer 71

Variable ratio effects

Question 72

constant stead response rate. Low to moderate response rate, not post reinforcement pause

Answer 72

Variable interval effects

Question 73

a variety of direct, empirical methods for presenting one or more stimuli contingent on a a target response and measuring their effectiveness as reinforcers. Directly tests potential reinforcers from preference assessment by presenting them after a behavior and then measuring the effects they have.

Answer 73

Reinforcer assessment

Question 74

when the stimuli that are likely to be highly preferred and act as reinforcers are identified

Answer 74

Preference assessment

Question 75

the client is offered one stimulus at a time and their reaction to this stimulus is recorded.

Answer 75

Single stimulus preference assessment

Question 76

two stimuli are presented to the child and the one they choose is recorded. When presenting the stimuli, they are randomly paired.

Answer 76

Paired stimulus preference assessment

Question 77

stimuli are presented for the child to pick from. The ones they choose to play with or interact with are recorded. The two types of multiple stimuli preference assessment are multiple stimuli with replacement and multiple stimuli without replacement. Multiple stimuli without replacement means that once the child chooses an item it is then taken out of the choices of stimuli before the next trials begins with one less stimulus. Multiple stimuli with replacement it when the chosen stimuli remain a choice and the other items that were not chosen are replaced by new stimuli before the next trial starts.

Answer 77

Multiple stimulus preference assessment

Question 78

Operant conditioning

Answer 78

Consequences (stimulus changes immediately following the response) result in an increased (reinforcement) or decrease (punishment) frequency of the same type of behavior under similar motivation and environmental conditions in the future.

Question 79

Respondent Conditioning

Answer 79

a stimulus-stimulus pairing process in which a neutral stimulus is presented with an unconditioned stimulus until the neutral stimulus becomes a conditioned stimulus that elicits the conditioned response.

Question 80

Disadvantages of negative reinforcement

Answer 80

- requires you to make the environment aversive | - if used too much it may make the person implementing it aversive

Question 81

Positive punishment procedures

Answer 81

- response blocking - reprimand - response interruption and redirection - contingent exercise - over correction - positive practice over correction - restitutional overcorrection

Question 82

response blocking

Answer 82

physically intervening as soon as the person begins to emit the problem behavior

Question 83

Response interruption and redirection

Answer 83

variation of response blocking that includes interrupting stereotypic behavior at its onset and redirecting the individual to complete hight-probability behaviors instead

Question 84

Contingent exercise

Answer 84

client is required to perform a response that is not topographically related to the problem behavior

Question 85

Overcorrection

Answer 85

contingent on the occurrence of the target behavior, the learner is required to engage in effortful behavior that is directly or logically related to the problem behavior

Question 86

restitution overcorrection

Answer 86

the learner is required to repair the damage causes by the problem behavior by returning the environment to its original state and then engage in additional behavior that bring the environment to a condition better than it was prior to the misbehavior

Question 87

positive practice overcorrection

Answer 87

requires the person to engage in an appropriate alternative behavior

Question 88

immediate response contingent withdrawal of the opportunity to earn positive reinforcers or the immediate loss of access to positive reinforcements for a specified time

Answer 88

Time out from positive reinforcement

Question 89

the participant remains physically within the time in setting, but elements of that setting are changed so that the opportunity to earn reinforcers is removed, a specific reinforcer is terminated, repositioning occurs so that observations of activities continue but without reinforcement or the individual is removed to a different space within the time in setting

Answer 89

non-exlclusion time out

Question 90

occurrence of the target behavior immediately stops an activity or sensory reinforcer

Answer 90

terminate specific reinforcer

Question 91

the person is repositioned within an existing time in setting such that they can observe ongoing actives, but access to reinforcers is lost

Answer 91

contingent observation

Question 92

student remains in time in setting but his view within the setting is restricted by a panel or cubical, or a select space is arranged to serve as the time out area

Answer 92

partitioned or select space time out

Question 93

the physical separation of the participant from the time in environment when time out goes into effect

Answer 93

Exclusion time out

Question 94

participant removed from time in setting

Answer 94

time out room, hallway time out

Question 95

time in setting removed from participant

Answer 95

contingent on the occurrence of the target behavior, the time in setting is removed from the participant ex. error response causes screen on computer learning game to go dark for several seconds and lose access to activity/reinforcer