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BCBA Exam Prep- 5th Ed.Task List > Foundations > Flashcards

Foundations Flashcards

1
Q

What are the goals of behavior analysis as a science? (the 3 types of investigations)

A

Description, Prediction, and Control

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2
Q

Define and describe Description

A

Collection of facts that can be quantified, classified, and examined for possible similarities to other known facts.
“I know what the behavior looks/sounds like”
(Suggests hypothesis)

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3
Q

Define and describe Prediction

A

Repeated observations reveal that the observation of other events can accurately anticipate an outcome
“I know when the behavior will occur”
(Cause & Effect- Correlation)

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4
Q

Define and describe Control

A

A specific change in one event can be reliably produced by the scientific manipulation of another.
“I can turn the behavior on like a faucet”
(Causation / Functional Relation)

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5
Q

What are the Philosophical assumptions underlying the science of ABA?

A

Selectionism
determinism
empiricism
experimentation
replication
philosophical doubt
parsimony
pragmatism

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6
Q

What is selectionism?

A

The process by which behaviors are “selected” to continue or stop

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7
Q

What are the 3 steps of Selectionism?

A

Variation
selection
retention

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8
Q

Identify and describe the three processes under selectionism

A

Phylogeny
Process in which behaviors are maintained that ensure the survival of a species/group
Ontogeny
Process in which behaviors are maintained that ensure the survival of an individual
Cultural
Process in which behaviors are transferred among members of a group (usually through modeling and imitation)

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9
Q

Describe determinism

A

The universe has laws/rules such that phenomena occur with other events non-accidently.
Things do not happen on accident, they happen for a reason.
These events can be studied.

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10
Q

Describe empiricism

A

The study of phenomena based on data (Facts). No bias or hunches.

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11
Q

Describe experimentation

A

Manipulation of an independent variable to see the effects on a dependent variable (demonstrates functional relation).

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12
Q

Describe replication both empirically and conceptually

A

Repeating already-completed experiments to determine the reliability and usefulness of findings.

Repeatedly bringing about a phenomena under similar conditions.

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13
Q

Describe parsimony

A

The simplest/more logical explanations are often the reason and must be ruled out before exploring more complicated explanations

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14
Q

Describe Philosophical Doubt

A

Continuous questioning of the truth of what is regarded as fact. Having a very open, and very critical, mind about everything all the time.

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15
Q

Describe pragmatism

A

The philosophical framework that enables improvements through the analysis of outcomes and social values
If it works, it’s true

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16
Q

Describe and explain radical behaviorism

A

Developed by Skinner
Seeks to understand behavior in all forms (private and public) and how environmental factors influence our state of mind
Feelings increase or decrease value of things, but DOES NOT cause behaviors (thoughts are behaviors)

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17
Q

Describe the history of behaviorism

A

1850-1900s Pavlov’s Classical conditioning
1900s Mentalism
1913 Watson- Methodological behaviorism
1938-1990s Skinner’s radical behaviorism

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18
Q

What are the 4 branches of behavior analysis?

A

Conceptual analysis of behavior (Behaviorism)
Experimental analysis of behavior
Applied behavior analysis
Behavior service delivery (practice guided by the science of bx analysis)

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19
Q

Describe Conceptual analysis of behavior

A

The philosophy of the science of behavior
Rooted in the assumption that behaviors result from interactions between the environment and individual variables

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20
Q

Describe experimental analysis of behavior (EAB)

A

The scientific study of behavior for it’s own sake
DOES NOT investigate social validity/relevance of behavior

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21
Q

Describe Applied behavior analysis (ABA)

A

Application of behavior principles to human subjects with social significance
Central to the practice of ABA

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22
Q

Describe Behavior service delivery

A

Practice guided by the science of behavior analysis

Delivery of interventions to clients guided by the principles of behaviorism and the research of EAB and ABA
Applied to real-world situations to help people with generality

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23
Q

What are the 7 dimensions of ABA?

A

BATCAGE
Behavioral
Applied
Technological
Conceptually systematic
Analytic
Generality
Effective

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24
Q

Describe Applied

A

The variable of interest is important to the individual/society
Changes are positive and socially significant in the person’s life
Ensures social significance of goals . Change is meaningful

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25
Q

Describe behavioral

A

Analyzing physical events that can be precisely measured

Must be observable and measurable

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26
Q

Describe analytic

A

Control- Causation / Functional relation / Experimentation

Demonstrated control over target behavior
Ensures treatment based on scientific research, data, and objective information

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27
Q

Describe technological

A

Allows replication
Ensures clear and concise treatment planning that is intended to be understood by any interventionist

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28
Q

Describe conceptionally systematic

A

All interventions and procedures are related back to principles from which they were derived
Ensures implementation of research-based techniques and teaching methods

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29
Q

Describe Effective

A

Significant and practical change
Target behavior has been altered to a significant degree such that the change is socially important
NEVER the learners fault if goal is not reached
Discontinue/ alter goals to be effective

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30
Q

Describe generality

A

Behavior change is seen over an extended period of time, across different settings/people, or among other relevant behaviors

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31
Q

Define and provide examples of behavior

A

Actions of living organisms that change the environment in some way
If a dead man can do it, it is not a behavior

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32
Q

Define and provide examples of response

A

A behavior that occurs in a specific circumstance
Must be defined and measured

Eating because your stomach growled, answering 4 for 2+2, screaming for a snack

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33
Q

Define and provide examples of response class

A

A group of responses that produce the same effect on the environment (serve the same function)

(saying hi, waving, or smiling in response to someone saying “hello”)

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34
Q

Define and provide examples of stimulus

A

External event that affects a person’s behavior
A change in the environment that evokes a functional reaction
(your boss being at a meeting, a red light when driving, etc.)

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35
Q

Define and provide examples of stimulus class

A

A group of stimuli that are similar in one or more dimension (look/sound, common effect, occur at similar times)

(ringtones, emergency vehicle sirens and lights, etc.)

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36
Q

Define and provide examples of respondent conditioning

A

ELICITS and Reflex / Unconditioned response
AKA Classical conditioning, is the process in which a neutral stimulus is paired with an unconditioned stimulus to transform the neutral stimulus into a conditioned one that evokes a conditioned response
Stimulus- Response (S-R)
(Pavlov’s dogs and Little Albert)

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37
Q

Define and provide examples of operant conditioning

A

EVOKES a Response
Ontogenic- type of learning in which the future probability of behaviors are determined by the consequences which follow those behaviors
Reinforcement and punishment
(positive reinforcement for potty training, traffic tickets to decrease reckless driving, etc.)

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38
Q

Define and provide examples of positive and negative reinforcement

A

R+ is the addition of a stimulus which increases the likelihood a behavior will occur again in the future
(verbal praise, high 5, award/trophy)

R- is the removal of a stimulus that increases the likelihood a behavior will occur again in the future
(pain pills for pain, vacations, etc.)

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39
Q

Define and provide examples of Fixed Interval schedules of reinforcement

A

FI - A specified interval of time prior to reinforcement

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40
Q

Define and provide examples of Fixed Ratio schedules of reinforcement

A

FR- A specified number of responses prior to reinforcement

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41
Q

Define and provide examples of Variable Interval schedules of reinforcement

A

VI- A varied interval of time prior to reinforcement

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42
Q

Define and provide examples of Variable Ratio schedules of reinforcement

A

VR- A varied number of responses prior to reinforcement

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43
Q

Define and provide examples of Alternative schedules of reinforcement

A

Either Or - behavior must happen to get R+

Reinforcement is provided after EITHER a ratio or interval criterion has been met (whichever 1st)

i.e. After 5 responses or 2 minutes - complete 50 math problems or wait 5 minutes

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44
Q

Define and provide examples of Compound schedules of reinforcement

A

utilizing 2 or more types of scheduled reinforcement in any way

include conjunctive, alternative, concurrent, tandem, chained, mixed, multiple, and adjunctive

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45
Q

Define and provide examples of Concurrent schedules of reinforcement

A

Has 2 or more contingencies, is simultaneous or independent, and has 2 or more behaviors. Allows for a choice

i.e. a bird in a box having an option of 2 sides to peck at to receive food OR offering a client 30 minutes of videogames for sitting with teacher at lunch but 60 minutes for sitting with peers

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46
Q

Define and provide examples of Conjunctive schedules of reinforcement

A

And/BOTH behavior must happen for R+

Reinforcement is provided after BOTH ratio and interval criterion is met

i.e. after 5 correct responses AND 2 minutes of doing math homework

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47
Q

Define and provide examples of Extinction schedules of reinforcement

A

Withholding reinforcement in the presence of a
behavior in order to eliminate that behavior

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48
Q

Define and provide examples of Chained schedules of reinforcement

A

Successive with sD present
Outcome is contingent on completing ALL components IN ORDER and successfully
ie. completing TA
sprint 30 sec (FI30), walk 90 sec (FI90), receive R+

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49
Q

Define and provide examples of Mixed schedules of reinforcement

A

1 or more Bx, no sD signaling schedule

Utilizing 2 or more schedules of reinforcement in a random or alternating order without a correlated sD

Client DOES NOT know when they will be reinforced - Maintains a high rate occurrence

i.e. sometimes receiving reinforcement for a spoonful of veggies and sometimes for 5 bites

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50
Q

Define and provide examples of Multiple schedules of reinforcement

A

1 or more Bxs and has sD signaling schedule

Utilizing 2 or more schedules of reinforcement for one behavior that are each presented with a different sD

i.e. needing to get 12/20 correct with teacher and 15/20 correct with tutor
Receiving a break after FR3 (worksheet is sD) and VI10 (cleaning is sD)

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51
Q

Define and provide examples of Progressive schedules of reinforcement

A

Reinforcement is thinned systematically after each presentation of reinforcement, regardless of behaviors

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52
Q

Define and provide examples of Tandem schedules of reinforcement

A

Same as chained but without any correlated sD - no specified order associated

i.e. reinforcement for brushing teeth and completing just steps not the exact order

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53
Q

Define and provide examples of Discriminative schedules of reinforcement

A

Multiple and chained schedules of reinforcement

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54
Q

Define and provide examples of Non-Discriminative schedules of reinforcement

A

Mixed and tandem

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55
Q

Define and provide examples of Positive punishment

A

Addition of stimuli that decreases the likelihood a behavior will occur again in the future
i.e. spanking, scolding/yelling, adding chores

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56
Q

Define and provide examples of Negative punishment

A

Removing stimuli that decreases the likelihood a behavior will occur again in the future
i.e. removing electronics, parking ticket fines, etc.

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57
Q

Define and provide examples of Automatic and Socially mediated contingencies

A

Automatic
- includes sensory/pain attenuation
- not socially mediated
- can be identified based on if it occurs with individual is alone
(scratching an itch or stimming)

Social
- includes attention, sometimes access, sometimes escape
- occurs via another person
(rewards and punishment)

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58
Q

Define and provide examples of unconditioned reinforcers and punishers

A

both work w/out prior learning and are built into biology
i.e. reinforcer (food, water, shelter) and punisher (extremely hot, cold, loud, or painful)

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59
Q

Define and provide examples of conditioned reinforcers and punishers

A

both are based off of a learning history

i.e. reinforcer (car for those who like car rides) and punishment (brush for someone who doesn’t like hairbrushing)

60
Q

Define and provide examples of Generalized reinforcers and punishers

A

Both are paired with many different consequences until it took the reinforcing or punishing properties themself

i.e. reinforcer (money, tokens, good grades) and punisher (scowls, reprimands, written warnings)

61
Q

Define and provide examples of operant extinction

A

Decreasing behaviors entirely by withholding reinforcement in the presence of those behaviors.

i.e. Lilly throws her toys often during tantrums. Her mother used to say, “Stop that!” after Lilly would throw her toys. This increased Lilly’s behavior of toy-throwing. Now, when Lilly throws her toys, her mother waits for the tantrum to end and refrains from saying, “Stop that!” Eventually, Lilly stopped throwing her toys during tantrums.

62
Q

Define Extinction, Extinction Burst, and Spontaneous Recovery

A

Extinction- R+ of a previously reinforced bx is discontinued

Extinction burst- a predictable, temporary increase in intensity of bx during extinction

Spontaneous recovery- a sudden reemergence of a previously extinct bx

63
Q

Define and provide examples of stimulus control

A

Rates of responding happen exclusively, or at a higher rate, in the presence of a stimulus rather than in its absence.

i.e. stopping your car at a red light and accelerate at green lights

64
Q

Define and provide examples of discrimination

A

Occurs when a limited number of stimuli occasion a response. AKA being able to identify a stimulus among other stimuli

i.e. a child saying “daddy” when they see their dad but not other men
sorting clothing based on type (shorts, shirt, socks, etc.)
selecting the blue crayon from a box of crayons

65
Q

Define and provide examples of Generalization

A

Occurs when a variety of stimuli occasion a certain response.
AKA- occurs when behaviors extend to new people, places, situations, or other similar behaviors

i.e. greeting a variety of people in a variety of settings, completing chores in a new house, reducing kicking behaviors along side hitting behaviors

66
Q

What is mediate generalization in ABA?

A

A type of stimulus generalization in which a conditioned response is elicited by a new stimulus that is noticeably different from, but associated in some way with, the original conditioned stimulus.

i.e. a person conditioned to salivate upon hearing a bell may also salivate when hearing the word “bell”

67
Q

Define and provide examples of Maintenance

A

Following the removal of an intervention, the extent to which a response remains in an individual’s repertoire over time. AKA the ability of a learner to continue to demonstrate a skill after an intervention has been entirely or partially removed

i.e. riding a bike after years of not riding
learning how to read a book and maintaining the ability over many years

68
Q

What are the two Bx altering effects of MOs?

A

Evocative- increases frequency of Bx from the same MO
(you typically drink 1 coffee a day, during exam week staying up late is more valuable so you drink 2-3 cups)

Abative- decreases frequency of Bx from the same MO
(you always write 3-4 pages in the morning, but on vacation you only write 1 page because the completion is less valuable)

69
Q

Define and provide examples of Motivating operations (MOs), Establishing Operations (EOs), and Abolishing operations (AOs)

A

Influences the effectiveness of a reinforcer or punisher while also influencing the frequency of the specific behavior. MO is an umbrella term that captures both EOs and AOs within it.

EO- MO that increases effectiveness of a reinforcer (i.e. deprivation)
AO- MO that decreases effectiveness of a reinforcer (i.e. satiation)

70
Q

Describe and provide examples of Unconditioned Motivating Operants (UMOs)

A

a type of motivating operation with a value-altering effect that occurs independent of a learning history

i.e sexual desire, exhaustion, pain

71
Q

Describe and provide examples of Conditioned Motivating Operations (CMOs)

A

a type of motivating operation with a value-altering effect that occurs because of a learning history
i.e A client sees their behavior analyst walk through the door and sit down in the free play area (improving condition). This client loves working with their behavior analyst, so the value of the free play area increases.

72
Q

Describe and provide examples of Conditioned Motivating Operation Transitive (CMO-T)

A

a type of “environmental variable”/ stimulus that establishes the effectiveness of another event as a reinforcer or punisher

i.e. You are fixing a roof and you have nails but you need a hammer to use the nails
Your house is locked. This establishes the reinforcing value of a key to unlock your house.

73
Q

Describe and provide examples of Conditioned Motivating Operation Surrogate (CMO-S)

A

a type of motivating operation that gains its effectiveness by being paired with another MO and takes on its properties

i.e. During workdays, your scheduled lunch is 12:00 pm, and you are usually quite hungry by then. Today, you had a very filling breakfast and don’t feel very hungry at noon. However, when you look at the clock and see that it is noon, the presentation of the 12:00 on the clock serves as a CMO-S because it has been paired so often with being very hungry, so just seeing the clock display the time increases the value of food as a reinforcer.

74
Q

Describe and provide examples of Reflexive Conditioned Motivating Operation (CMO-R)

A

a type of “stimulus” that systematically precedes the onset of a better/worse situation
(painful stimulation)

i.e. A tornado siren evokes an escape behavior related to wanting to go into a basement or seek shelter
A fire alarm evokes an escape behavior related to wanting to exit a building
You start to feel tightness in your left eye (worsening condition), which you know from experience will lead to a blinding migraine in 15 minutes. The value of your migraine medication goes up.

75
Q

Define and provide examples of rule-governed behaviors

A

a behavior that is under the control of a verbally mediated rule/ 3-term contingency

i.e. You have always looked both ways before crossing a street, even though you have never been hit by a car or seen anyone else being hit by a car- “If I cross the street without looking, I may be hit by a car and be hurt or killed.”

76
Q

What are the two kinds of operant behavior?

A

rule governed and contingency shaped

77
Q

Define and provide examples of contingency shaped behavior

A

Behavior selected and learned by directly experiencing consequences

i.e. Going to see the sequel to a movie because you liked the first one

A patient in an inpatient setting tried to elope from the unit. When they reached the door and attempted to open it, a loud alarm went off. It was very aversive, and functioned as a punisher for touching the door.

78
Q

List the 7 verbal operants

A

Echoic
Mand
Tact
Intraverbal
Textual
Transcriptive
Autoclitic

79
Q

Define and provide an example of Echoic

A

a type of verbal operant that involves an individual repeating another individual’s verbal behavior. An echoic has both formal similarity and point-to-point correspondence with the verbal discriminative stimulus that evokes it .
i.e. your child saying “uh oh” after you spill and say “uh oh”

80
Q

Define and provide an example of Mand

A

a verbal operant that is functionally controlled by a motivating operation and specific reinforcement. Essentially, a mand is a request or statement of a want or need

i.e. a child asks for a “cookie” and you give them a cookie

81
Q

Define and provide an example of Tact

A

a verbal operant which is functionally controlled by a nonverbal discriminative stimulus and is followed by generalized conditioned reinforcement. Essentially, a tact is a label

i.e. a child pointing at a rainbow and saying “rainbow!”

82
Q

Define and provide an example of Intraverbal

A

a type of verbal operant that involves a verbal response that has no point-to-point correspondence with the verbal discriminative stimulus that evokes it

i.e parent says “mary had a” and child responds “little lamb”
discussing favorite songs with friends

83
Q

Define and provide an example of Textual

A

a type of verbal operant that involves the act of reading without necessarily comprehending what is being read. Textual behavior has point-to-point correspondence but no formal similarity with the stimulus that evokes it.
i.e. a student reading sight words
seeing a stop sign and saying “stop”

84
Q

Define and provide an example of Transcription

A

a type of verbal operant that involves writing down what is heard. Transcription has point-to-point correspondence but no formal similarity with the stimulus that evokes it.
i.e. taking dictation, writing down spelling words during a spelling test, or taking notes during a lecture

85
Q

Define and provide an example of Autoclitic

A

Modifies other verbal behaviors
i.e “I think”, “I see”, “I hear”- modify phrases following them

86
Q

Define and provide an examples of Copying a Text

A

Copying a text is a type of echoic behavior that involves writing down what is read. Copying a text has point-to-point correspondence and formal similarity with the stimulus that evokes it

i.e. writing down the date on your paper after seeing it on the board

87
Q

Define and provide examples of point-to-point correspondence and formal similarity

A

Point-to-point correspondence means each word is exactly the same. (same beginning, middle, and end)

Formal similarity means the SD and the response share the same sense mode/take the same form- spoken, printed, visual, etc

88
Q

Define Derive stimulus relations and list the 4 relations

A

A relation between two or more stimuli that is not directly trained and not based on physical properties of the stimuli. (such as equivalence, reflexivity, symmetry, and transitivity)
If A, B, and C all correspond to the same thing, and only A-B and B-C are directly trained, the relation drawn between A and C is derived.

89
Q

Define and describe Equivalence

A

correctly responding to stimulus-stimulus relations that have not been trained or reinforced but are the result of reinforcing other stimulus-stimulus relations

In other words, the learner makes untrained but accurate connections. between stimuli.

When ALL reflexive, symmetrical, and transitive matching has been learned

90
Q

Define and provide an example of Transivity

A

occurs when a learner is taught A = B and B = C, and then proceeds to demonstrate the understanding that A = C

i.e. A student is shown that 1 + 3 = 4 and 2 + 2 = 4. The student then writes on their paper that 1 + 3 = 2 + 2 (A=B and C=B, then A=C)

91
Q

Define and provide an example of Reflexivity

A

occurs when a learner engages in a matched sample (A = A) that has not been previously trained

i.e. A client is able to match a picture of a horse with an identical picture of a horse and has never been taught to do so.

92
Q

Define and provide examples of Symmetry

A

occurs when a learner is taught A = B and then proceeds to demonstrate the understanding that B = A
i.e. A learner is taught that a card saying “car” is matched with a picture of a car. The learner is then able to independently match a picture of a car with the card that says “car” on it.

93
Q

Define and provide examples of Codic verbal operants

A

a verbal operant in which the antecedent stimulus and response product forms exhibit point-to-point correspondence, but there is no formal similarity.

Textual and taking dictation

94
Q

Define and provide examples of Duplic verbal operants

A

a verbal operant in which the antecedent stimulus and response product forms exhibit point-to-point correspondence and formal similarity.

Echoic, copy text, imitating signs, imitating mands

95
Q

Describe an Operational Definition of a behavior

A

an objective, precise, and complete description of a behavior that allows the reader to understand whether or not the behavior has occurred

96
Q

An Operational Definition of a behavior should include _________ and _________ . Which advise of what the behavior ________ and ___________.

A

Examples and Non-examples
Looks like and does not look like

97
Q

Name the 3 measures of behavior

A

Direct, Indirect, and Product

98
Q

Describe and provide examples of Direct Measures of Behavior

A

Procedures that provide measurable and validated information about the learner’s behavior

Ex: Taking frequency data

99
Q

Describe and provide examples of Indirect Measures of Behavior

A

Data obtained by interviews, checklists and rating scales which include an individual’s subjective analysis of a target behavior(s).

Ex: Parent completing a behavior checklist or FAST assessment

100
Q

Describe and provide examples of Product Measures of Behavior

A

AKA Permanent Product Measures
Measuring a behavior after it occurred by examining the effects the behavior produced

Ex: Client bringing their folded laundry after completion

101
Q

What are the 4 measures of occurrence?

A

Count, Rate, Frequency, and Percentage

102
Q

Describe and provide an example of Rate

A

Frequency with a time component added

A ratio of how often a behavior occurs over an amount of time

Ex: a behavior occurring 5 times per 10 minutes
client completed two worksheets during the first hour of school, five worksheets the second hour, and two worksheets during the third hour of school. (2+5+2= 9 –> 9/3= 3)Her rate of worksheet completion is three worksheets per hour.

103
Q

When is rate used?

A

When you want to know how fast or slow a behavior is occurring over time.

104
Q

Describe and provide an example of count/frequency

A

How often a behavior occurs with no specified time interval

Ex: a client asked for “help” 10 times during observation, 1 time yesterday, i ate 2 apples

105
Q

When is frequency used?

A

when you want to count how many times a behavior is occurring

106
Q

Describe and provide an example of Percentage

A

A rate, number, or amount per hundred
Ex: Providing the percentage of a task analysis’ steps being completed independently

107
Q

When is Percentage used?

A

To see how a person’s behavior reduction or skill acquisition is progressing

108
Q

What is the highest level of understanding for a behavior analyst?

A

Control
AKA Causation / Functional Relation

109
Q

What are the 3 Dimensions of measurement?

A

Repeatability- how many times a bx occurs (count, rate, percentage)

Temporal Extent- the start and finish (duration)

Temporal Locust- where a bx occurs at a certain time (latency and IRT)

110
Q

Define the temporal dimensions of behavior

A

Duration - How long bx lasts from onset to offset
(drove for 4 hours)

Latency- Time between presentation of sD and start of response
(got up 3 minutes after alarm went off)

IRT- Time between the end of one response to the start of the next
(2 hours between putting out one cigarette and lighting another)

111
Q

Define the Strength of behavior (form of bx)

A

Topography - What the bx looks like
(client struck me with an open palm making contact with my shoulder)

Magnitude- Intensity/severity of the bx
(Client engaged in protest, but intensity was low.
Client engaged in sever tantrum behavior today)

112
Q

Define the measure Trials-to-Criterion

A

Number of opportunities (trials) needed to achieve the predetermined level of success

(mastery of 6 correct matches and the client takes 10 tries to get 6 matches- TTC were 10)

113
Q

What are the 4 Sampling Procedures?
AKA Discontinuous measurements

A

Partial Interval Recording
Whole Interval Recording
Momentary Time Sampling
PLACHECK (Planned activity check)

114
Q

Define and provide an example of Partial Interval Recording

A

Records if the bx occurs AT ALL during the interval

i.e. in 20 second intervals, the bx occurs for 5 seconds it is a response - if it does not occur at all it is not a response

115
Q

Define and provide an example of Whole Interval Recording

A

Records if the behavior occurs for the ENTIRE interval

i.e. in 20 second intervals, the bx occurs for 20 seconds it is a response - if it occurs for 9 seconds it is not a response

116
Q

Define and provide an example of Momentary Time Sampling

A

Records if the behavior happens at the END of the interval

i.e. in 20 second intervals, the bx occurs at the 20 second mark it is a response - if it occurs at the 18 second mark it is not a response

117
Q

Define and provide examples of PLACHECK

A

Planned Activity Check

Recording the number of participants engaged in the activity at the end of the interval

i.e. in 5-minute intervals, you look up and 8 out of 10 students are engaged in reading

118
Q

Data must be _____, _______, and _______

A

Accurate, valid, and reliable

119
Q

Define and provide an example of Accurate data

A

The collected data TRUTHFULLY REFLECTS what was measured

i.e Client ate 10 blueberries and you record 10 blueberries eaten

120
Q

Define and provide an example of Valid data

A

The collected data is taken for the CORRECT or INTENDED behavior

i.e. Collecting data on the duration it takes to complete a worksheet and not the time it takes to start the worksheet

121
Q

Define and provide an example of Reliable data

A

The collected data is PRODUCED REPEATEDLY if the measurement system does not change

i.e. If the client eats 10 blueberries everyday, you reliably record 10 data points every day

122
Q

Define Continuous Measurement and the systems under it

A

Captures EVERY INSTANCE of bx and is the TRUEST FORM of measurement, although it may not always be possible to use.

Frequency, duration, rate, latency, IRT

123
Q

Define Discontinuous Measurement and the systems under it

A

Captures only SOME INSTANCES of bx, not as true as continuous but useful in group settings or short recording time frames. Behavior could be over or under estimated.

Time sampling, interval recording, and PLACHECK

124
Q

What is event recording?

A

How many times a bx occurs. Simplest form of recording bx but not good for on-going or continuous behaviors. Bxs MUST have a beginning and end (onset and offset).

125
Q

What is visual analysis?

A

The PRIMARY method of data analysis in ABA.

Looking at graph data and making determinations

126
Q

In a line graph, the __ - axis represents the passage of time and the __- axis represents the behavior

A

X- axis represents time, Y-axis represents bx

127
Q

A cumulative record (graph) is a ____ and ___-________ path that accumulates as data points are recorded

A

Continuous and ever-increasing

NEVER goes down

128
Q

What is a scatterplot graph?

A

A distribution of data points across a data set with X and Y being relative to each other

129
Q

What is the difference between Independent Variable IV and Dependent Variable DV?

A

The IV is manipulated and the DV is the variable dependent on the manipulation of the IV

i.e. you want to figure out the perfect ratio of salt to add to your soup recipe. Salt is the IV and the soup is the DV

130
Q

Describe a Confounding Variable

A

Can impact the DV
Did NOT know they existed and were not meant to impact the DV. They HURT experimental control.

131
Q

What is Experimental Control?

A

When the IV controls the DV- When we can prove our manipulation is changing the DV.

132
Q

What is internal validity?

A

Reasonable certainty that the changes in the DV are the result of the intervention/manipulation of the IV and NOT other uncontrolled factors
(no confounding factors or outside variables)

133
Q

What is External Validity?

A

The results are generalized to other subjects/setting/behaviors

Will occur OUTSIDE of the experiment/lab

134
Q

What are the 4 defining features of Single-Subject Experimental Designs?

A

Individuals serve as their own control (each condition result is compared to the participants own data)

Prediction
(The hypothesis- related to what the outcome will be when measured)

Verification
(showing that baseline data would remain consistent if the IV was not manipulated–remove treatment)

Replication
(repeating the IV manipulation to show similar results across multiple phases – re-introduce treatment)

135
Q

Describe the phases of a Reversal/Withdrawal/A-B-A design

A

Record a baseline
Introduce IV
Withdraw IV
Baseline again

136
Q

What are the advantages and disadvantages of Reversal/Withdrawal/A-B-A design?

A

Advantages: Demonstrates experimental control
Disadvantages: some bxs CANNOT be reversed (also some may present ethical concerns)

137
Q

What are Multiple Baseline Designs?

A

Multiple baselines are used to analyze IV effects across settings, behaviors, participants

138
Q

What are the advantages and disadvantages to Multiple Baseline Designs?

A

Advantages: no withdrawal and examines multiple DV at a time

Disadvantages: No experimental control demonstrated

139
Q

What is a Multiple Probe Design?

A

Same as Multiple Baseline, but only certain data points are observed and measured during baseline (Disconnected data paths for baseline)

140
Q

What are Alternating Treatment Designs?

A

Rapid and random/semi-random alternating conditions/interventions (2+) creating an equal opportunity for conditions to be present during measurement

141
Q

What are the advantages and disadvantages of Alternating Treatment Designs?

A

Advantages: No withdrawal and multiple DVs rapidly
Disadvantages: Carry over between alternating DVs can impact measurement

142
Q

What is a Changing Criterion Design?

A

After baseline, treatment is delivered in a series of ascending or descending phases meant to increase or decrease a bx ALREADY in the learner’s repertoire

143
Q

Describe and provide an example of a Comparative Analysis

A

Comparing 2 different types of treatment

i.e. Comparing the use of DRO to DRA

144
Q

Describe and provide examples of a Component Analysis

A

Analyzing what part of the treatment package is impacting bx change

i.e. which medicine is making a difference to symptoms

145
Q

List and define the two types of Component Analysis?

A

Drop-out: Entire treatment package is presented and then components are removed systematically

Add-in: Each component is analyzed before the treatment package is delivered (1 at a time)

146
Q

Describe and provide examples of a Parametric Analysis.

A

Analyzing what value of a certain treatment is most effective

i.e. what dosage of medicine is the most appropriate

BCBA Exam Prep- 5th Ed.Task List (2 decks)

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