FPE Exam Flashcards

Question

Applied Behavior analysis (ABA) Definition

Answer 1

The applied research focusing on developing new procedures and experimentally validating them. Creating a technology or procedure that solves a socially significant problem. • Function-based - Identifying and addressing antecedents and consequences evoking/maintaining behavior • Individualized - "specific" antecedents and consequences • Analytic - Demonstrating functional relations • Conceptually systematic - 7 dimensions • Applied research • Goal is to solve problems of social significance • ABA applies principles/theories to solve socially significant problems • Natural environment • Aligns with 7 Dimensions of ABA • Develops technologies for practitioners

Answer 2

Defined as the application of the principles, methods, and procedures of the experimental analysis of behavior and applied behavior analysis (including principles of operant and respondent learning) to assess and improve socially important human behaviors. Refers to the application of principles and research from the field of applied behavior analysis (ABA) in a professional setting, where practitioners use evidence-based interventions to directly change and improve a clients behavior based on well established behavioral science principles. Another name for "professional practice guided by the science of behavior analysis” is ABA practice. • The main goal is to help other persons to achieve their outcomes • ABA practice is the implementation of procedures validated by ABA researchers to make a difference in people's lives! • AKA ABA practice or ABA service delivery Professional practice guided by the science of behavior analysis is focused primarily on learner outcomes when applying interventions supported by the science of behavior analysis. Professional practice guided by the science of behavior analysis is represented by an individual that uses the principles, methods, and procedures of behavior analysis within their professional work. Professional practice guided by the science of behavior analysis is the practice of ABA, designing, implementing, and evaluating behavior change programs focusing on professional practice and consultation. A primary function of professional practice guided by the science of behavior analysis includes training and implementing behavioral technologies for direct staff and support.

Answer 3

1. The experimental analysis of behavior (EAB) 2. Applied behavior analysis (ABA) 3. Professional practice guided by the science of behavior analysis (AKA ABA practice) 4. Conceptual analysis of behavior

Answer 4

The analysis of the controlling variables (environmental determinants) of the behavior of individual organisms to establish the basic principles of behavior. Science for the sake of learning the properties of behavior! Four Methodologies: 1. Direct, repeated measures (replication) of behavior. 2. Rate of response as a basic datum (behavior over time). 3. Visual inference of graphed data (data trends). * and sometimes inferential statistics! 4. Within-subject comparison (comparing baseline to treatment). • Theory driven research that focuses on processes • Conducted across species in lab/contrived settings • Quality results demonstrate experimental control • Discovers principles and theories The experimental analysis of behavior (EAB) aims to discover and clarify basic principles of behavior through controlled laboratory settings. • Our basic research. • Focuses on discovering basic principles and processes. • Began with B. F. Skinner's publication of The Behavior of Organisms ("BOO") in 1938. • Skinner emphasized that behavior is of interest in its own right, not just as a symptom of something else. The experimental analysis of behavior uses the methodology of direct, repeated measurement of behavior to discover and clarify basic principles of behavior and identify functional relations between behavior and controlling variables.

Answer 5

1. Applied 2. Behavioral 3. Analytic 4. Technological 5. Conceptually Systematic 6. Effective 7. Generality

Answer 6

Interventions target behaviors that are important and relevant to the individuals daily life and social context. Dimension of ABA that requires a focus on socially significant human behavior. Make a difference of real, meaningful social importance. Meaningful or important to... • People • Society • Client • Parent • Employee - Social significance.

Answer 7

Only observable and measurable behaviors are targeted for modification. Dimension of ABA that requires a focus on behavior in its own right as a target for change. The target for improvement (dependent variable - DV)! Focused on... • Observable behavior... • Operationally definable behavior... • Functionally definable behavior... • Measurable behavior... • The 7 dimensions of behavior... > Count, Duration, Rate or Frequency, Latency, Force, Locus, and Topography. The behavioral dimension means that the behavior targeted for change is the one in need of improvement and is measurable.

Answer 8

Dimension of ABA that requires a demonstration of functional relations between behavior and environmental events through systematic manipulation. Data is collected and analyzed to demonstrate a functional relationship between the intervention and the behavior change. Functional relations through systematic manipulations... • Demonstrate relationships between behavior and the environment. • The relationship must be functional, meaning one causes the other. • You must experimentally manipulate variables and show a causal relationship. The analytic dimension of ABA is best demonstrated when an experiment shows a functional relation between the independent and dependent variables. - One of the ways to thoroughly gather evidence of this relationship is by conducting a functional analysis.

Answer 9

Dimension of ABA that requires procedures to be clearly and completely described such that another individual could reproduce the application. Interventions are described clearly and precisely so that they can be replicated by others. A Technology... • Can be used by others to solve similar problems • Must have a clear, precise description and definition • Able to be replicated or reused... • Able to be verified.. • Consistent... • Can involve training, education, feedback, and other supports... • In ABA, procedures are completely identified, and precisely described and defined • Allows for replication of procedures • Allows for evaluating and fostering interobserver agreement and procedural integrity. The technological dimension refers to the clarity and detail of an intervention's description. Behavior analysts must describe the intervention so the person reading the study can replicate the procedures with proper training.

Answer 10

Dimension of ABA that requires procedures to be linked to and described in terms of the basic principles of behavior. Interventions are based on established principles of behavior analysis. Based on and described in behavioral principles... • Consistent properties and principles... • Consistent vocabulary... • Consistent methods... • Consistent philosophy... • Consistent with theory... • Consistent with formula... • In ABA, procedures are linked to, and described in terms of, the basic principles of behavior. Conceptually systematic means that descriptions of interventions, training, lectures, and procedure results must be related to the basic concepts and principles of behavior.

Answer 11

Dimension of ABA that requires behavior change in the intended direction and to a practical degree. Interventions produce significant and meaningful behavior change. Significant and Meaningfful change... • Change occurs... • Change is big enough to be meaningful... • Methods work... • Methods work well... • Works as intended... • Practical... • Powerful...

Answer 12

Dimension of ABA that requires the effects of an intervention to maintain and spread to other situations and behaviors. Learned behaviors should generalize across different people, settings, and stimuli. The extent to which effective therapeutic variables, methods, or processes are observed across settings, people, species, or responses. Results are durable and long lasting. Changes generalize and maintain. The behavior carries over into the other contexts other than just the training environment. EXAMPLES: • Rob continues to brush his teeth after discharge from ABA services • Sue plays appropriate with other children at the school playground though play skills training was conducted at the neighborhood playground. Generality refers to behavior change lasting over time and carrying over to different environments, settings, and contexts different from the training environment.

Answer 13

Means anything a person says or does. If a dead man can do it then it’s not behavior. Behavior is that portion of an organisms interaction with its environment that involves movement of some part of the organism. A behavior is a group of responses; a single instance of behavior is called a response.

Answer 14

A specific instance of behavior that can be observed or measured. An “action of an organisms effector” EXAMPLE: A child raising their hand when asked a question in class.

Answer 15

A group of responses with the same function (that is, each response in the group produces the same effect on the environment.) A group of behaviors that may look different but all serve the same function, meaning they produce the same outcome or consequence. A group of behaviors that have the same effect on the environment or serve the same function. EXAMPLE: If a child wants attention, a response class could include behaviors like yelling, whining, crying or physically tugging on an adults clothes.

Answer 16

“An energy change that affects an organism through its receptor cells” Is an event or situation that causes a response, stimuli can be internal or external, and can take many forms including: objects, sounds, sights, smells, tastes, thoughts and emotions. EXAMPLE: Red light: a red light is a stimulus that signals a driver to stop.

Answer 17

Refers to any group of stimuli sharing a predetermined set of common elements in one or more of these dimensions: physical, temporal or functional. A group of stimuli that share a commonality in one or more of the following dimensions: physical, temporal, functional. EXAMPLE: Physical stimulus class: stimuli that share similar physical properties such as color, size, shape, weight and position. For example, an apple, stop sign and blood are all in the same stimulus class of “red things”. Temporal stimulus class: stimuli that occur before or after a behavior. Stimuli that come before a behavior are considered antecedents, while stimuli that come after a behavior are considered consequences. Functional stimulus class: stimuli that have the same effect on behavior. For example, different words or phrases that can be used to request help, such as “can you help me” or “I need assistance”. An example of using stimulus classes in ABA therapy is teaching a child to identify multiple examples of fruits to enhance their ability to generalize the concept of “fruit”.

Answer 18

Respondent behavior is the response part of a reflex relation elicited by antecedents and this is behavior learned via consequences. Is behavior that is elicited by antecedent stimuli. EXAMPLE: - Feeling anxious when seeing a dentists drill (due to past painful experiences). - Salivating when hearing a bell that has been paired with food (Pavlov’s dog experiment) - Blinking when something approaches your eye. - Getting goosebumps when your cold Essentially, any involuntary and unlearned response triggered by a specific stimulus that has been previously paired with a significant event.

Answer 19

Formerly neutral stimuli can acquire the ability to elicit respondents through a learning process called respondent conditioning. Is the focus of repeated pairings of stimuli to lead to a learned response. A type of learning where a neutral stimulus becomes associated with a naturally occurring stimulus, leading to an involuntary response to the previously neutral stimulus. EXAMPLE: - Pavlov’s dog experiment - A famous study where a baby was conditioned to fear a white rat by pairing it with a loud noise.

Answer 20

Involves unpaired presentations of the conditioned stimulus (without unconditioned stimulus). The process of repeatedly presenting a conditioned stimulus (CS) without the unconditioned stimulus (US), leading to a gradual weakening and eventual disappearance of the conditioned response (CR), essentially “unlearning” a previously learned association between the stimuli and response. The procedure of repeatedly presenting a conditioned stimulus without the unconditioned stimulus until the conditioned stimulus no longer elicits the conditioned response is called respondent extinction. EXAMPLE: When a dog, previously conditioned to salivate at the sound of a bell (conditioned stimulus) because it was paired with food (unconditioned stimulus), no longer salivates when the bell is repeatedly rung without the food being presented; essentially, the conditioned response (salivation) weakens and eventually disappears due to the unpairing of the bell and food.

Answer 21

Is any behavior determined primarily by its history of consequences. Behavior selected by its consequences. A voluntary, learned behavior that is controlled by consequences. EXAMPLE: - Reaching up and turning off a lamp. - talking - walking - playing the piano - riding a bike - counting change - baking a pie - hitting a curveball - laughing at a joke - thinking about a grandparent - reading a book

Answer 22

Refers to the process and selective effects of consequences on behavior. Is the process of modifying behavior through reinforcement and punishment. A learning method that modifies behavior by associating actions with their consequences, using reinforcement (rewards) to increase desired behaviors and punishment or extinction to decrease undesired behaviors; essentially, shaping behavior through the systematic delivery of positive or negative outcomes following a specific action. EXAMPLE: A therapist providing a child with a sticker (positive reinforcement) every time they correctly identify a color, encoring them to continue this behavior by associating the positive consequences with the desired action of naming colors correctly. Operant conditioning refers to the selection of behavior through its consequences.

Answer 23

The discontinuation of reinforcement for a previously reinforced response which results in a decrease in a dimension of that behavior. Withholding reinforcement for a previously reinforced behavior. Contingency between response and consequence is broken* Operant extinction occurs when a reinforcer is withheld each time the target response occurs. Skinner wrote “when reinforcement is no longer forthcoming, a response becomes less and less frequent in what is called ‘operant behavior’” A behavior modification technique where a previously reinforced behavior is decreased by consistently withholding any reinforcement that was maintaining it, essentially causing the behavior to occur less frequently over time by removing its positive consequence. Schedule of non-reinforcement which specifies that the behavior is never reinforced. The operant extinction principle encompasses both the discontinuation of reinforcement (procedure) and a decrease in the future probability of behavior (process) EXAMPLE: - Withholding a toy for a tantrum: if a child throws a tantrum to get a toy, the parent can stop giving them the toy. Over time, the child will learn that the tantrum doesn’t work and the behavior will decrease. - Withholding attention for screaming: if a student screams to get attention, the teacher and other students can stop giving them attention.

Answer 24

A response is followed immediately by the presentation of a stimulus that results in similar responses occurring more often. Means adding a positive stimulus (like praise, a toy, or attention) immediately after a desired behavior occurs, which increases the likelihood of that behavior happening again in the future. EXAMPLE: - verbal praise: giving a child a compliment or saying “good job” - social interactions: giving a high five, smiling or tickling a child - tangible rewards: giving a child a sticker, treat or toy - natural reinforcers: giving a child a reward that happens directly as a result of their behavior, like fullness after eating

Answer 25

When a behavior occurs more often because past responses have resulted in the withdrawal or termination of a stimulus, the operation is called negative reinforcement. Means increasing the likelihood of a desired behavior by removing or avoiding an aversive stimulus (something unpleasant) following that behavior; essentially, taking away something negative to encourage a positive action. A contingency in which the occurrence of a response is followed immediately by the termination, elimination, postponement, or avoidance of a stimulus, and which leads to an increase in the future occurrence of similar responses. EXAMPLE: - Drying hands: after washing hands, a child is helped to dry their hands with a towel to remove the wetness. - Noise-canceling headphones: a child who is sensitive to noise can wear noise-canceling headphones to avoid the aversive stimulus - Sensory break: a child who is overwhelmed by sensory stimuli can take a break in a calm environment to relieve the distress - Turning off the lights: turning off a light at night removes the unpleasant stimulus of the light - Removing a demand: during a therapy session, a child may exhibit challenging behavior when presented with a demand. If the child engages in the desired behavior, the demand is removed.

Answer 26

When data is undifferentiated across conditions (including the control), it is assumed that the behavior is automatically reinforced. Reinforcement that occurs independent of the social mediation by others (e.g., scratching an insect bite relieves the itch). Refers to the hypothesis that a behavior produces its own environment, as in the sensory stimulation from scratching an itch. Automatic reinforcement refers to reinforcement obtained without the involvement of other people. EXAMPLE: Automatic positive reinforcement: when a person does something that makes them feel good: - brushing their hair - dressing themselves - watching a movie - adding sugar or milk to their coffee - eating cookies because they like the texture Automatic Negative Reinforcement: when a person does something that removes something they don’t like, such as: - washing their hands to remove dirt - turning on car wipers to remove rain - turning off lights when going to sleep - rubbing their leg to soothe pain Automatic Sensory Stimulation: when a person engages in behaviors that provide sensory satisfaction, such as: - hand flapping - rocking - spinning objects - scratching an itch - cracking knuckles

Answer 27

Is a rule that describes a contingency of reinforcement, the environmental arrangements that determine conditions by which behaviors will produce reinforcement. A set of rules that determine when and how often a specific behavior will be reinforced, essentially dictating the pattern of delivering rewards to strengthen a desired behavior, with options including reinforcing every instance (continuous reinforcement) or only intermittently based on a specific ratio or time interval. EXAMPLE: Could be praising a child every time they share a toy initially (fixed ratio 1), then gradually transitioning to praising them on average after every 5 times they share (variable ratio 5), to encourage consistent sharing behavior without relying on constant reinforcement; another example could be providing a break after every 10 minutes of focused work (fixed interval 10).

Answer 28

More than one set of variables

Answer 29

- interval - ratio - fixed - variable

Answer 30

Reinforcer delivered after the first response after a certain amount of time. An “interval” refers to a specific period of time used to observe and record a behavior, where a behavior is only counted if it occurs throughout the entire interval. EXAMPLE: - a teacher might use a 30-second interval to observe if a student is “on task” during a lesson, meaning they must be working on their assignment for the entire 30 seconds to be considered “on task” for that interval. -A teacher praising a student for appropriate behavior every 5 minutes, regardless of how many times they exhibit the behavior during that time frame; this is considered a “fixed interval” schedule, where reinforcement is delivered after a set time period has passed.

Answer 31

Reinforcer delivered after a certain number of responses. A “ratio” refers to a schedule of reinforcement where a reward is given after a specific number of desired responses, with a “variable ratio” being a common example where the exact number of responses needed for reinforcement varies unpredictably. EXAMPLE: - a child might receive praise after completing an average of 3 math problems, but sometimes it could be after 2 problems, sometimes after 5, keeping them engaged and motivated to continue responding. - would be praising a child after they complete a specific number of independent tasks, like giving them praise after every 5 times they put away a toy, which would be considered a “fixed ratio (FR) 5 or FR5” schedule; essentially, reinforcement is delivered after a set number of responses.

Answer 32

Number of responses or amount of time is constant. A “fixed” schedule refers to a consistent pattern of reinforcement where a reward is given after a specific number of responses (fixed ratio) or a set amount of time (fixed interval). EXAMPLE: - praising a child every time they complete 5 math problems (fixed ratio of 5) or giving a break after every 10 minutes of focused work (fixed interval of 10 minutes). - could be when a child receives praise or a preferred toy after completing a specific number of tasks, like saying “please” five times in a row or completing three independent work activities before getting a break; essentially, reinforcement is given consistently after a set number of desired responses are exhibited.

Answer 33

Number of response or amount of time changes. A “variable schedule of reinforcement” means that a behavior is reinforced after an unpredictable number of responses (variable ratio) or after an inconsistent amount of time (variable interval), creating a pattern where the individual doesn’t know exactly when the next reinforcement will occur, leading to a high rate of responding and making the behavior more resistant to extinction; essentially, the reward is delivered on average after a certain number of responses or time interval, but the exact timing varies each time. A “variable” refers to any factor or characteristic that can be measured and can change within a study, typically used to observe how manipulating one variable (independent variable) affects another variable (dependent variable), which is usually the target behavior of interest. EXAMPLE: - Reinforcement schedule: varying the timing or frequency of reinforcement delivery (fixed ratio, variable interval). - Prompting method: different types of prompts (verbal, visual, physical) used to guide a behavior.

Answer 34

Reinforcer delivery is based on time, regardless of what the individual is doing. A preferred stimulus is delivered after an identified period of time, without any particular response requirement. A reinforcement schedule where reinforcement is delivered based on the passage of a specific amount of time, meaning the reward is given after a set time interval regardless of the number of responses made by the individual, often used to encourage sustained behavior or patience. EXAMPLE: Praising a child every 5 minutes during quiet playtime, regardless of their behavior during that time, essentially reinforcing the behavior of staying quiet after a set time interval has passed; this would be considered an “FI 5” schedule (fixed interval 5 minutes).

Answer 35

Presentation of an aversive stimulus immediately following a response with the effect that the response decreases in frequency. An environmental change in which an aversive stimulus is added (presented) or magnified contingent on a response and decreases the probability of similar responses under similar circumstances. The contingent onset or magnification of a stimulus can decrease the future probability of behavior. “Positive punishment” refers to the practice of adding an aversive stimulus immediately following a behavior, which aims to decrease the likelihood of that behavior occurring again in the future; essentially, it means adding something unpleasant to discourage a specific action. EXAMPLE: - timeouts: removing a child from an activity after they misbehave. - verbal reprimands: telling a child that their behavior is unacceptable. - Response cost: taking away a privilege or reward after a child misbehaves. - overcorrection: making a child engage in corrective action after they misbehave. - adding chores: giving a child more chores when they don’t do their responsibilities. - spanking: adding a physical consequence to discourage a bad behavior.

Answer 36

The contingent offset or attenuation of a stimulus can decrease the future probability of behavior. An environmental change in which an appetitive stimulus is subtracted (removed) or attenuated following a response, contingent on that response, that decreases the probability of similar responses under similar circumstances. Is the removal of a positive stimulus after a behavior to reduce the likelihood of that behavior happening again. EXAMPLE: - taking away a toy after a child throws a tantrum - withholding screen time privileges after a child breaks a rule - turning off the tv after a child sits on it - taking away a child’s cell phone after they miss curfew

Answer 37

Punishment that occurs independent of the social mediation by others (i.e., a response product serves as a punisher independent of the social environment). “Automatic punishment” refers to a behavior that produces a negative consequence for the individual performing it, without the need for another person to actively deliver that consequence; essentially, the behavior itself results in an aversive outcome, causing the behavior to decrease in frequency due to the self-inflicted negative experience. Punishment is produced by the response. EXAMPLE: Would be someone repeatedly touching a hot stove, resulting in immediate pain which naturally decreases the likelihood of them touching the stove again; the burning sensation acts as the automatic punishment, directly produced by the behavior itself without any external intervention.

Answer 38

Adding a consequence that does not involve another person following a behavior which results in the future increase or strengthening of the behavior. “Automatic positive reinforcement” refers to a behavior that produces a pleasing or desired outcome for the individual performing it, without the need for any external person to provide reinforcement; essentially, the behavior itself delivers a positive consequence, like scratching an itch to relieve discomfort or turning on music to enjoy the sound. EXAMPLE: When someone brushes their hair because they enjoy the feeling of neatness it provides, essentially reinforcing themselves behavior by the positive sensory experience without needing external praise or reward from another person; other examples include putting on music to listen to, adding salt to food to improve the taste or scratching an itch to relieve discomfort.

Answer 39

Removing a consequence that does not require another person following a behavior which results in the future increase in the behavior. Subtractive consequence that does not require another person. “Automatic negative reinforcement” refers to a behavior that directly removes or reduces an aversive stimulus (something unpleasant) without the involvement of another person, thereby increasing the likelihood of that behavior occurring again in the future; essentially, the individual reinforces themselves by performing the behavior to escape or avoid something uncomfortable. EXAMPLE: When a child with autism engages in repetitive rocking behavior to reduce feeling of anxiety, where the rocking itself acts as the behavior that removes the unpleasant sensation, reinforcing the rocking motion without any external intervention needed.

Answer 40

“Automatic positive punishment” refers to a situation where a behavior produces a directly aversive consequence, without the involvement of another person, that decreases the likelihood of the behavior occurring again; essentially, the behavior itself adds something unpleasant, causing it to decrease in frequency. EXAMPLE: Could be a child repeatedly hitting their head against a wall, causing a sharp pain sensation which then discourages them from continuing the behavior; the pain from the impact acts as the “added” aversive stimulus, automatically decreasing the likelihood of the head-banging behavior repeating.

Answer 41

“Automatic negative punishment” refers to a behavior that decreases in frequency because the individual inadvertently removes a positive stimulus from their environment as a direct result of their own actions, without any external intervention from another person; essentially, the behavior itself produces a negative consequence that reduces its likelihood of occurring again. EXAMPLE: Would be when a person repeatedly engages in a self-stimulatory behavior like hand flapping, which initially provides sensory relief, but over time the repetitive motion starts to cause discomfort in their hands, leading them to naturally reduce the behavior due to the negative sensory feedback they are experiencing without any external intervention.

Answer 42

Adding a consequence involving another person following a behavior which results in the future increase or strengthening of the behavior. “Socially-mediated positive reinforcement” refers to a situation where a positive consequence, like praise or access to a preferred activity, is delivered by another person following a desired behavior, making that behavior more likely to occur again; essentially, the reinforcement is “mediated” by the actions of another individual. EXAMPLE: When a teacher verbally praises a student for completing a task correctly, increasing the likelihood of the student repeating that behavior in the future; the praise from the teacher acts as the social reinforcement that strengthens the desired behavior.

Answer 43

Removing a consequence involving another person following a behavior which results in the future increase or strengthening of the behavior. EXAMPLE:

Answer 44

“Socially-mediated positive punishment” refers to a consequence delivered by another person that decreases the likelihood of a behavior occurring again, where the consequence is something added to the situation, like a verbal reprimand or a brief time-out, which is directly administered by a therapist or caregiver. EXAMPLE: Could be a situation where a therapist gives a verbal reprimand or a disapproving facial expression immediately after a client engages in an undesirable behavior, essentially adding a negative social consequence to decrease the likelihood of that behavior happening again; for example, saying “no, that’s not okay” with a stern tone when a child hits another child during playtime.

Answer 45

“Socially-mediated negative punishment” refers to a consequence where a desired item or activity is removed by another person following a behavior, which decreases the likelihood of that behavior occurring again; essentially, someone else actively takes away something positive to punish a negative behavior. EXAMPLE: Could be: a teacher briefly removing a students access to a preferred activity (like playing with a toy) after the student disrupts class by talking out of turn, causing the disruptive behavior to decrease in the future; here, the removal of the preferred activity is the punishment, and its “socially mediated” because it’s delivered by the teacher, a social agent.

Answer 46

Skinner (1957) used “automatic” to identify circumstances in which behavior is evoked, shaped, maintained or weakened by environmental variables occurring without direct manipulation by other people. All behavioral principles (e.g., reinforcement, extinction, punishment) can affect our behavior automatically.

Answer 47

A contingency in which an antecedent stimulus and/or the consequence for the behavior is presented by another person.

Answer 48

“Unconditioned reinforcer” is a stimulus that naturally increases the likelihood of a behavior occurring without the need for prior learning or pairing with other reinforcers, essentially meaning it is inherently rewarding and satisfies a basic biological need, like food, water, or warmth; also known as a primary reinforcer. Removal of pain is an unconditioned reinforcer, innate to humans and does not require a learning history to be valuable as a consequence. An unconditioned reinforcer is not paired with others, so it does not require learning but is innately a reinforcer, such as food or water. EXAMPLE: - food - water - oxygen - warmth - sex - bladder and bowel relief - pain relief

Answer 49

Is stimulus change that can decrease the future occurrence of any behavior that precedes it without prior pairing with any other form of punishment. Unconditioned punishers include painful stimulation that can cause tissue damage (i.e., harm body cells). Is a stimulus that does not have to acquire the capacity to decrease behavior. “Unconditioned punisher” is a stimulus that naturally decreases the likelihood of a behavior occurring without any prior learning, essentially acting as a punishment simply because it is inherently unpleasant or aversive, like pain, extreme heat or loud noises. EXAMPLE: - pain: physical sensations that are unpleasant, such as touching a hot stove - extreme temperatures: exposure to very hot or cold environments that may cause harm - loud noises: sudden, intense sounds that can be startling or distressing - starvation: extreme hunger - extreme thirst: lack of water - lack of sexual stimulation: a biological need that organisms are born with

Answer 50

(Sometimes called a secondary reinforcer or learned reinforcer) is a previously neutral stimulus change that has acquired the capability to function as a reinforcer through stimulus-stimulus pairing with one or more unconditioned reinforcers or conditioned reinforcers. Conditioned reinforcers require prior pairing with unconditioned or other conditioned reinforcers. “Conditioned reinforcer” is stimulus that becomes reinforcing through its association with a primary reinforcer (like food or attention), essentially meaning it gains its reinforcing power by being paired with something that is already considered rewarding, and thus encourages a behavior to occur again in the future; also sometimes called a secondary reinforcer or learned reinforcer. EXAMPLE: - tokens: a teacher might give students red tokens for on task behavior, and then exchange the tokens for treats at the end of the week. - money: a conditioned reinforcer in real life, as children learn that money can be used to buy other reinforcers, like food and shelter. - clickers: in dog training, a clicker can be paired with praise and treats to become a conditioned reinforcer. - toys: toys that are fun to play with can be conditioned reinforcers.

Answer 51

Is a stimulus change whose presentation functions as punishment as a result of a persons conditioning history. A conditioned punisher acquires the capability to function as a punisher through stimulus-stimulus pairing with one or more unconditioned or previously conditioned punishers. “Conditioned punisher” is a stimulus that becomes punishing because of its previous association with another established punisher, essentially acquiring its negative value through an individual’s learning history, unlike an unconditioned punisher which is inherently aversive without prior learning; meaning a conditioned punisher gains its punishing power by being paired with something already considered unpleasant. EXAMPLE: - fireworks: after a person learns that fireworks make loud sounds, they may avoid fireworks or events that have them. - if you want a child to clean their room, for instance, you may reinforce this behavior by giving them an allowance every time that they do. By getting the same consequence (money) each time they perform the action (cleaning the room), they begin to learn this behavior.

Answer 52

A generalized conditioned reinforcer is a conditioned reinforcer that is established as a reinforcer by conditioning through pairing with many other primary or already-established conditioned reinforcers. “Generalized conditioned reinforcer” is a stimulus that has become reinforcing by being paired with a wide variety of other reinforcers, meaning it gains its reinforcing power not from a single specific consequence but from its association with many different potential rewards, making it effective across various situations and with different individuals; essentially, it’s a “secondary reinforcer” that has been widely paired with other reinforcers, like tokens in a token economy or praise that has been used consistently across different activities. EXAMPLE: Is a token used in token economy, where the token itself is not inherently reinforcing but gains its value by being exchanged for a variety of preferred items or activities, effectively becoming reinforcing across different situations and with different individuals.

Answer 53

A stimulus change that has been paired with numerous forms of unconditioned and conditioned punishers becomes a generalized conditioned punisher. Conditioned punisher paired with variety of other punishers, effective for range of behaviors. “Generalized conditioned punisher” is a stimulus that has become punishing because it has been repeatedly paired with various other punishing stimuli, meaning it has learned its punishing properties through association with multiple negative consequences, making it effective in reducing behavior across different situations; essentially, it’s a “secondary punisher” that has gained its power through repeated pairings with other punishers. EXAMPLE: -Is social disapproval, like a disapproving look, frown or verbal reprimand as it has been paired with various other punishing stimuli across different situations, making it a widely understood signal of negative consequences for a behavior; essentially, most people learn to avoid situations where they receive social disapproval because it often leads to further punishment. - “no!” Said in a stern tone: this word, when delivered with a specific tone of voice, can function as a generalized punisher as it’s often associated with other negative consequences. - a disapproving head shake: a simple head movement can be a conditioned punisher if it’s been paired with other forms of reprimands in the past. - a stern facial expression: a frown or a serious look can act as a generalized punisher because it often signals potential negative consequences.

Answer 54

The discontinuing of reinforcement of a previously reinforced behavior; the primary effect is a decrease in the frequency of the behavior until it reaches a pre reinforced level or ultimately ceases to occur. If in a given situation, and individual emits a previously reinforced response and that response is not followed by a reinforcing consequence, then the person is less likely to do the same thing when he or she encounters a similar situation. A process that weakens behavior when a behavior that was previously reinforced for a period of time is no longer reinforced and, therefore, stops occurring. Schedule of non-reinforcement which specifies that the behavior is never reinforced. Skinner (1953) wrote, “when reinforcement is no longer forthcoming, a response becomes less and less frequent in what is called operant extinction.” “Operant extinction” refers to a technique where reinforcement is completely withheld for a previously reinforced behavior, leading to a decrease in the frequency of that behavior over time; essentially, by not providing any positive consequence, the behavior is less likely to occur again. EXAMPLE: - withholding attention: if a student screams to get attention, the teacher and other students can withhold attention when the student screams. - not giving in to tantrums: if a toddler throws a tantrum to get a toy, the parent can stop giving the toy to the child. - using weighted devices: to reduce hand-flapping, weighted hand devices can be used. - disabling a fan: if a child turns on and off a light switch to get visual stimulation from the fan, the fan can be disabled.

Answer 55

When the rate of a given behavior is higher in the presence of a given stimulus than when that stimulus is absent, we say that stimulus control is at work. Is the idea that certain stimuli can reliably trigger a specific response. EXAMPLE: - eating while watching tv: eating food while watching tv is an example of stimulus control because the behavior of eating is triggered by the stimulus of watching tv. - brushing teeth: teaching a child to brush their teeth independently is an example of stimulus control transfer. - identifying letters: helping a child identify letters by fading visual aids is an example of stimulus control transfer. - ordering a drink at a restaurant: is an example of stimulus control because the behavior of ordering a drink is triggered by the stimulus of being with friends.

Answer 56

Is the ability to differentiate between stimuli and respond appropriately. Discrimination occurs when an organism emits a response when a stimulus is present but not when other stimuli are present. Discrimination occurs when the presence of one stimulus (SP) evokes a response, but the absence of the stimulus (S4) abates the response as a product of differential reinforcement. EXAMPLE: - A child might learn to identify a red object from a group of different colored objects. - a therapist may teach a child to identify the color blue by presenting them with two objects, one blue and one red, and asking them to point to the blue object.

Answer 57

Is the ability to use a learned skill in different settings, people and situations. Occurs across stimuli, settings, and people. EXAMPLE: - zipping up a jacket: a child learns to zip up a jacket and then can also zip up a backpack. - asking for a toy: a child learns to say “I want the truck” to request a toy and can also say “I want the car” to request a different toy. - asking for French fries: a child learns to ask for French fries at home and can also ask for French fries at McDonalds. - sweeping the floor: a child learns to sweep the floor at a sleepover camp and can also sweep the floor at home.

Answer 58

Behavior change continues in the absence of the intervention. Maintenance of behavior refers to a lasting change in behavior. “Maintenance” refers to the ability of an individual to retain and consistently perform a previously learned skill even after the instructional procedures and interventions used to teach it have been removed, meaning the behavior continues to occur without ongoing prompts or reinforcement in different situations; essentially, it signifies that the skill has been fully acquired and can be used in everyday life. EXAMPLE: Would be a child who learns to independently brush their teeth using a visual schedule and reinforcement, and continues to brush their teeth consistently even after the visual prompts and rewards are gradually faded away, demonstrating that the skill has been maintained without external assistance.

Answer 59

Refers to the extent to which stimuli other than the SD acquire stimulus control over the behavior. Behavior occurs in different settings but the response is the same. Graded changes in some characteristic of a response as the stimuli change. Behavior occurs in the presence of untrained materials, locations, or people. Occurs when different, but physically similar stimuli evoke the same response. When a person or animal learns a response to one stimulus and can then respond to similar stimuli. EXAMPLE: - greeting people: a child may learn to say “hello” to their mom, teacher and neighbor and then say “hello” to other people. - taking turns: a child may learn to take turns playing a game with classmates and then be able to take turns playing a different game with a sibling at home. - using the bathroom: a child may learn to use the bathroom at home, and then be able to use the bathroom at the park.

Answer 60

Is the extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior. Behavior occurs in deferent settings but the response is different yet achieves the same outcome. Emitting a new behavior that is functionally equivalent to the behavior that was taught. Exteroceptive stimulus conditions are unchanged, but one or more aspects of the response are variable around the target response. “Response generalization” means when a person learns a specific behavior and then demonstrates variations of that behavior, essentially using different responses to achieve the same outcome, all in response to the same stimulus; essentially, it’s the ability to flexibly apply a skill in different ways depending on the situation while still reaching the desired result. EXAMPLE: - Loraine was taught to remove weeds with a long weed removal tool. Although never taught or asked to do so, sometimes Loraine removes weeds with a hand towel or with her bare hands. - When a child learns to ask for a toy by saying “I want the car” and then is able to use a similar phrase like “I want the ball” to request a different toy, demonstrating the ability to apply the learned skill to different situations with slightly varied responses; essentially, using different ways to achieve the same goal.

Answer 61

Motivating operations momentarily alter the probability of behavior by altering the value of a consequence. Motivating operations (MOs) are environmental factors that change the effectiveness of reinforcers and punishers. They can increase or decrease the value of a consequence, which influences the likelihood of a behavior occurring. EXAMPLE: - satiation: providing too much of a preferred stimulus, which can make it less effective. - food deprivation: when someone is deprived of food, they may be motivated to seek it out. - if a child is hungry (a motivating operation), food becomes highly reinforcing. In this case, food can serve as a powerful reinforcer to increase the likelihood of the child engaging in behaviors that lead to obtaining food, such as requesting or following instructions.

Answer 62

Behavior primarily controlled by a verbal description of an antecedent - behavior - consequence contingency. Is behavior controlled by a rule (i.e., a verbal statement of an antecedent behavior consequence contingency) that enables human behavior to come under the indirect control of temporarily remote or improbable but potentially significant consequences. “Rule-governed behavior” refers to actions that are controlled by a verbal or written rule describing a behavioral contingency, meaning a person performs a behavior based on what they have been told about potential consequences, even if they haven’t directly experienced those consequences themselves; essentially, following a rule without needing to directly encounter the contingencies it describes. EXAMPLE: - wearing a seatbelt: you wear a seatbelt because you know it’s the rule, even if you haven’t been in an accident for not wearing one. - doing chores because your parents said so: completing chores even if you don’t immediately see the benefit because you understand the rule that you need to do them to avoid punishment. - following traffic laws, like stopping at a red light, even if you’ve never personally experienced a negative consequence for running a red light; you do so because you know the rule is “stop at red lights” and understand the potential consequences of not following it, not necessarily because you’ve directly experienced a car accident from running a red light yourself.

Answer 63

Behavior acquired through direct experience with the antecedent - behavior — consequence relation. “Contingency-shaped behavior” refers to a behavior that is learned directly through experiencing the consequences of one’s actions, meaning the individual comes into direct contact with the reinforcement or punishment following their behavior, shaping how they act in the future; essentially, learning by doing and experiencing the outcomes. EXAMPLE: - a puppy learning to go potty outside: the puppy receives praise and treats when they go outside, reinforcing the behavior of going to the designated area. - choosing not to eat spicy food again after finding it too hot: direct experience with the unpleasant taste shapes the behavior of avoiding that food in the future. - a child raising their hand in class to answer a question after being praised for doing so in the past: the positive reinforcement of praise directly shapes the behavior of hand raising. - When a child learns to avoid touching a hot stove after directly experiencing the pain of a burn; they have learned through direct experience with the negative consequence (the burn) to not repeat the behavior (touching the stove).

Answer 64

“Verbal operant” is a functional unit of language that describes different ways individuals use words to communicate, essentially acting as the building blocks of language and communication, where each type of verbal operant serves a distinct purpose like requesting, labeling or repeating words, with key examples including “mands” (requests), “tact’s” (labels) and “echoics” (repeating what is heard). EXAMPLE: Is a child saying “water” when they are thirsty, which is considered a “mand” as it is a request for something they need or want; other examples include saying “ball” when pointing at a ball (a tact) or answering a question like “what color is the sky?” with “blue” (an intraverbal).

Answer 65

1. Mand: request 2. Tact: label 3. Intraverbal: question answering, filling in the blank, conversation 4. Codic (textual and transcription): reading and writing words, respectively 5. Duplic (echoic, mimetic, and copying words): vocal imitation, imitating sign, and copying words, respectively

Answer 66

Demonstrated when, after training and reinforcement for accurate responding to equivalent relations between one stimulus (A) and another stimulus (B) and then between the second stimulus (B) and a third stimulus (C), the behaving organism accurately responds to relations between the first stimulus (A) and third stimulus (C) without direct training and reinforcement. “Transitivity” refers to the ability to infer relationships between stimuli that have not been directly taught, meaning if a person learns that A is equivalent to B, and B is equivalent to C, then they can understand that A is also equivalent to C, without explicit training on that specific connection; it’s a key component of stimulus equivalence, allowing individuals to generalize their learning and make new connections between stimuli. • If A = B, and B = C, then A = C • A = B and B = C are trained • A = C emerges without training EXAMPLE: If a child learns that a picture of a dog (A) is the same as the word “dog” (B), and then learns that the word “dog” (B) is the same as the sound “woof” (C), they can then identify that the picture of a dog (A) is also associated with the sound “woof” (C) without being explicitly taught that connection; demonstrating the ability to infer relationships between stimuli based on previously learned connections. “A = B” and “B = C” leads to “A = C”

Answer 67

Demonstrated when, after training and reinforcement for selecting a specific stimulus (A) that is not identical but is equivalent to the sample stimulus (B), the behaving organism also selects the sample stimulus (B) when presented with the original stimulus (A) without direct training and reinforcement. “Symmetry” is the ability to recognize that two stimuli are equivalent in both directions. This means that if a person can match stimulus A to Stimulus B, they can also match stimulus B to stimulus A. • If A = B, then B = A EXAMPLE: Would be if a child is taught to match the word “cat” to a picture of a cat, and then, without direct instruction, they can also match the picture of a cat to the word “cat”, demonstrating that they understand the reversible relationship between the two stimuli; essentially, “A equals B” also means “B equals A” in this scenario.

Answer 68

Demonstrated when an organism selects a stimulus (A) that is identical to the sample stimulus (A) without direct training or reinforcement. “Reflexivity” refers to the ability of an individual to identify a stimulus as being the same as itself, essentially meaning they can match a stimulus to its identical counterpart; it’s the basic principle of recognizing that “A equals A” and is considered the first component of stimulus equivalence. • A = А • Think "Reflection" EXAMPLE: - matching pictures: if a child is shown a picture of a dog and asked to select a matching picture, they should choose the picture of a dog.

Answer 69

Two stimuli that both have mutual entailment with a third stimulus. “Combinatorial mutual entailment” refers to the concept within Relational Frame Theory (RFT) where multiple established relationships between stimuli can be combined to derive a new, related relationship between stimuli that weren’t directly taught, essentially allowing for complex inferences based on known connections; it’s the ability to combine several “mutual entailment” relationships to form a new, derived relation between stimuli not explicitly trained. EXAMPLE: - When a child learns that “apple” is bigger than “orange” and “orange” is bigger than “grape” and then, without direct training, can infer that “apple” is also bigger than “grape” - demonstrating the ability to combine multiple relational frames to derive a new relation between “apple” and “grape”. - Two stimuli participate in mutual entailment with a common third stimulus • If A is related to B, and B is related to C, then A is similarly related to C • If Bill is the father of Kyle, and Kyle is the father of River, then Bill must be the grandfather of River

Answer 70

“Operational definition of behavior” is a clear, concise and observable description of a specific behavior, using measurable criteria to ensure consistent identification and recording of the target behavior, eliminating ambiguity by focusing on specific actions rather than subjective interpretations; essentially, it defines a behavior in terms of what it looks like and how it can be measured, allowing anyone to accurately identify if the behavior is occurring. • A good operational definition includes each of the following: function, topography, and non-examples of the target behavior.

Answer 71

Anytime Amy kicks the wall with her foot from at least 6 inches from the wall with enough force to leave a mark or hole.

Answer 72

Direct measures of behavior, as well as continuous measures (which are a form of direct measurement), are observations of the behavior as it occurs in real time, which is not stated in this example. “Direct measures of behavior” refer to a method of collecting data on a target behavior by directly observing and recording the behavior itself as it occurs, meaning the observer is physically present and actively documenting the behavior in real time, as opposed to relying on reports or inferences from others. EXAMPLE: - would be counting the number of times a client engages in a specific behavior, like hand raising in class, during a set period of time; essentially, directly observing and recording the behavior as it happens, rather than relying on reports from others. - duration recording: measuring how long a behavior lasts (e.g., timing how long a student spends off task).

Answer 73

Indirect measures involve asking the performer or others about the performance, which the supervisor did not do in this scenario. “Indirect measures of behavior” refers to methods of gathering information about a persons behavior by asking them or others about their experiences and perceptions of the behavior, rather than directly observing the behavior itself, typically using tools like interviews, questionnaires or rating scales; essentially, it’s a secondhand account of the behavior’s occurrence. EXAMPLE: Include interviews with caregivers, rating scales, questionnaires, and self report forms where individuals provide information about a persons behavior rather than directly observing it happening in real-time; essentially, gathering information about the behavior through someone else’s perspective.

Answer 74

Continuous measures are a form of direct measurement. “Continuous measures of behavior” refers to a data collection method where every instance of a target behavior is recorded during a specified observation period, providing a detailed picture of the behavior’s frequency, duration, and intensity, typically used for behaviors that occur frequently or last a long time. EXAMPLE: - frequency: counting how many times a child raises their hand in class during a specific time frame. - Duration: recording how long a student engages in on task behavior during a given activity. - inter-response time: measuring the time between two consecutive instances of behavior, like the time between two tantrums. - Latency: recording the time it takes for a child to start completing a task after being given a verbal cue.

Answer 75

“Product measures of behavior” refers to a method of measuring a behavior by examining the lasting effects or changes it produces in the environment, rather than directly observing the behavior itself; essentially, assessing a behavior based on the “end result” it leaves behind, like a completed task or a tangible outcome. •focus on the outcome…you are not directly observing the behavior, but instead looking at the tangible result it left behind. EXAMPLE: Counting the number of completed math problems on a worksheet to assess a students on task behavior or checking the number of dishes washed to assess a persons cleaning skills.

Answer 76

A permanent product is a change in the environment that is produced by behavior rather than the behavior itself. EXAMPLE: - a completed homework assignment is a permanent product that indicates a students behavior of completing their work, or the number of dishes washed after being instructed to clean up is a permanent product reflecting the behavior of cleaning dishes. - academic work: a completed math worksheet, a written essay, a correctly answered quiz question. - cleaning tasks: a clean room, a tidy desk, a pile of picked up toys - physical activity: a completed exercise circuit, a measured distance run

Answer 77

Frequency is a recording of how many times the response occurs. “Frequency” is a count of how many times a behavior occurs within a given period of time. EXAMPLE: - Would be recording how many times a student raises their hand to answer a question during a class session, simply counting the number of hand raises without considering the time it took to occur; for instance, noting that the student raised their hand “5 times” during the lesson is a frequency measure. - counting how many times a child hits another child during playtime - recording how many times a student leaves their seat in a classroom.

Answer 78

Is the number of responses over time. “Rate” is a measurement of how often a behavior occurs within a specific time period. EXAMPLE: - “John hit another student 10 times in a two hour period.” - would be stating that a child “engaged in disruptive behaviors 5 times per hour” during a therapy session, where the “5 times” represents the count of the behavior and “per hour” indicates the time frame used to calculate the rate.

Answer 79

“Percentage” refers to a measurement that expresses the proportion of times a specific behavior occurred out of the total number of opportunities to perform that behavior. EXAMPLE: If a child correctly answers 8 out of 10 questions, their percentage of correct responses is 80%.

Answer 80

Duration is the amount of time behavior occurs. “Duration” is the amount of time a behavior lasts from start to finish. EXAMPLE: - how long a child has a tantrum - how long a student is on task during a class - how long a student spends working on homework - how long a students spends in contact with a feared stimulus

Answer 81

Latency is the amount of time between an SD and a response. Latency is the time it takes from the stimulus to the response. EXAMPLE: - getting out of bed: the time between your alarm going off and you starting to get out of bed. - cleaning your room: the time between being told to clean your room and starting to clean. - answering the phone: the time between your phone ringing and you answering it. - starting a task: the time between being given instructions and starting to work on the task.

Answer 82

Is the time between two consecutive responses or behaviors. Refers to the duration between two consecutive responses or behaviors emitted by an individual. EXAMPLE: - sensory based behavior: a child pauses for 20 seconds between instances of hand flapping. - tangible based behavior: a child starts playing with a toy three minutes after it is presented. - vocal outbursts: the time between the end of one outburst and the beginning of the next. - sending a text message: the time between pressing send and composing the next text.

Answer 83

Topography refers to the physical form of a response or what the behavior looks like. EXAMPLE: - Behavior: a child raising their hand to ask a question in class. - In Tammy's description of the child's behavior, she is only providing information on the form of the behavior and what it looks like, which is the topography.

Answer 84

Magnitude refers to the force or intensity of a behavior. “Magnitude” is a measure of the intensity, force or strength of behavior. EXAMPLE: - screaming at a concert: if your friend starts screaming at a concert and it hurts your ears, that’s an example of high magnitude screaming. - greeting a stranger: a greeting to a stranger might be a small wave and a quiet “hello”. In contrast, greeting an old friend might be a hug that lasts more than three seconds and a longer conversation.

Answer 85

Is a measurement of how many attempts are required to achieve a specific level of performance. A measure of the number of response opportunities (trials) needed to achieve a predetermined level of performance (the mastery criterion). EXAMPLE: - a therapist is teaching a child to identify the color red, and it takes 10 attempts (trials) for the child to correctly identify the color red in 8 out of 10 presented objects, meaning the “trials to criterion” for this skill is 10 attempts. - Kristin notes that it took Andrea 20 trials to master imitating clapping hands, 15 trials to master imitating raising hands over head, and 5 trials to master waving goodbye.

Answer 86

Is a data collection method where an observer divides an observation period into smaller intervals and records whether a target behavior occurs throughout the entire duration of each interval, essentially only marking a behavior as occurring if it is present for the whole interval, not just part of it. • For whole interval recording, a target behavior must occur for the entire interval to be marked as a "yes." EXAMPLE: - monitoring a students assignment engagement: a teacher might use WIR to monitor how long a student works on an assignment during a 30-second interval. - evaluating playtime behavior: a therapist might use WIR to evaluate how long a child plays with a specific toy without interruption.

Answer 87

Momentary time sampling is a measurement method in which the presence or absence of behaviors is recorded at precisely the specified time interval for an individual, not for the entire group. “Momentary time sampling” refers to a data collection method where an observer records whether a behavior is occurring at the exact end of a predetermined time interval, essentially only capturing a snapshot of the behavior at that specific moment, rather than monitoring it continuously throughout an interval. EXAMPLE: - classroom engagement: a teacher observes a students on task behavior at the end of a five-minute interval. - social interaction: a behavioral technician (RBT) records whether a child interacts socially at the end of a ten-minute recess interval.

Answer 88

Celeration is the change in rate over time (count/time/time). “Celeration” refers to the measurement of how quickly a behaviors rate is changing over time, essentially indicating whether a behavior is accelerating (increasing rapidly) or decelerating (decreasing rapidly); it describes the change in the rate of a behavior rather than just the rate itself. EXAMPLE: - the rate of running miles each week increased over a period of four total weeks, which would be considered celeration.

Answer 89

Is a data collection method where an observer notes whether a target behavior occurs at any point during a specific time interval, regardless of how many times it happens or how long it lasts within that interval; essentially, if the behavior occurs even once during the interval, it is recorded as having occurred. • In partial interval recording, a behavior is marked as "yes" if it occurred at any point during an interval. EXAMPLE: Would be a teacher observing a students disruptive behavior in a classroom, where they divide the lesson time into 30-second intervals and record if the student displays any disruptive behavior at all during that interval, even if it only happens for a brief moment; if the disruptive behavior occurs at any point within the interval, it is counted as an occurrence.

Answer 90

Behavior analysis efforts that not only target important behaviors but also change those behaviors in a positive and meaningful way are said to have social validity. “Social validity” is a measure of how acceptable and meaningful an interventions goals, procedures and outcomes are to the people involved. It considers values, preferences and priorities of the participants, as well as broader social context. • social validity is related to how acceptable a procedure is. EXAMPLE: Would be when a behavior analyst incorporates a child’s favorite home activity, like drawing, into therapy sessions with their parents approval, ensuring that the intervention aligns with the child’s preferences and real life environment, making the behavior change more meaningful and likely to be maintained outside of therapy sessions.

Answer 91

An experiment that show’s convincingly that changes in the dependent variable are a function of the independent variable and not the result of uncontrolled or unknown variables is said to have a high degree of internal validity. “Internal validity” refers to the degree to which a study can confidently attribute changes in a behavior to the implemented intervention, meaning that the observed behavior change is directly caused by the manipulation of the independent variable and not by any other extraneous factors; essentially, it is the level of certainty that the treatment, not other variables, produced the observed behavior change. EXAMPLE: Would be a situation where a behavior analyst implements a visual schedule intervention to reduce tantrums during transitions for a student, and when the intervention is removed, tantrums increase again, demonstrating that the change in behavior is directly related to the intervention and not other factors, thus establishing a strong causal relationship between the independent variable (visual schedule) and the dependent variable (tantrum behavior).

Answer 92

Refers to the degree to which a study’s results are generalizable to other subjects, settings, and/or behaviors. “External validity” refers to the extent to which the results of a behavioral study can be generalized to other individuals, settings or behaviors beyond the specific conditions of the experiment, essentially meaning how well the findings from a study can be applied to real world situations and different populations. EXAMPLE: Would be a study where a behavior intervention successfully reduces disruptive behaviors in a classroom setting with a specific group of students, and then the same intervention is replicated with different students in a different classroom, demonstrating that the results can be generalized to other similar settings and populations, thus showing high external validity.

Answer 93

“Instrumentation” refers to any change in the tools, methods, or procedures used to measure a behavior during a study, which can potentially affect the results if not carefully controlled, essentially meaning a change in the way data is collected that could threaten the internal validity of the experiment; this could include changes in observers, measurement systems or data collection procedures across different phases of the study. • Instrumentation is a type of threat to internal validity which occurs when different measures are used across phases of a study. EXAMPLE: Would be if a therapist unintentionally changes their method of data collection throughout a behavioral intervention study, such as becoming more lenient with criteria for marking a behavior as “correct” during later sessions, which could skew the results and make it difficult to accurately assess the effectiveness of the intervention due to the inconsistent measurement method.

Answer 94

History refers to variables other than the independent variable impacting the dependent variable. “History” refers to an individuals “learning history,” which is the collection of all past experiences and environmental interactions that have shaped their current behaviors, including the antecedents (what happened before a behavior) and consequences (what happened after a behavior) that have contributed to their behavioral patterns; essentially, it’s the sum of all learned behaviors through previous reinforcement and conditioning. EXAMPLE: - In this case, two variables (the treatment and the medication) were introduced simultaneously, making it difficult to conclude with confidence that the change in the dependent variable was as a result of the independent variable and nothing else. - Would be a child’s established pattern of behavior, where they have repeatedly used a specific action (like tantrums) to get a desired outcome (like avoiding a task), creating a “learning history” where that behaviors is likely to occur again in similar situations due to past reinforcement from caregivers.

Answer 95

Attrition is said to occur when participants drop out of a study. “Attrition” refers to the gradual loss of participants from a research study over time, which can significantly impact the validity of the results by creating a skewed sample if individuals dropping out have different characteristics than those remaining in the study; essentially, it means participants leaving a study before it is completed, potentially affecting the data analysis. EXAMPLE: Would be when a client participating in a behavioral intervention program drops out before completing the program, meaning they stop receiving therapy sessions, potentially impacting the study’s results due to missing data from that individual.

Answer 96

Testing refers to the influence of exposure to a test on performance on the same test across subsequent exposures. “Testing” refers to the process of systematically observing and measuring a specific behavior to gather data and determine its frequency, duration or intensity, which is used to identify target behaviors for intervention and track progress over time during therapy. EXAMPLE: Would be using a standardized assessment like the “verbal behavior milestones assessment and placement program (VB-MAPP)” to evaluate a child’s language and social skills, identifying their current level of functioning and areas for intervention, often used for individuals with autism spectrum disorder (ASD).

Answer 97

Regression toward the mean refers to the statistical tendency of performance to return to the mean after an extreme value. “Regression toward the mean” refers to the statistical phenomenon where extreme behaviors, whether very high or very low, tend to naturally move closer to the average (mean) behavior when measured again, often due to the influence of chance factors in the initial measurement; essentially, extreme behaviors are less likely to remain at that extreme level on subsequent observations. EXAMPLE: Would be if a child who is exhibiting a particularly high rate of disruptive behaviors during a specific session, due to potential situational factors like fatigue or excitement, shows a decrease in those behaviors during subsequent sessions without any specific intervention, simply because their behavior is naturally likely to move closer to their typical baseline level of disruptive behavior.

Answer 98

Refers to changes that take place in a subject over the course of an experiment. “Maturation” refers to natural developmental changes that occur within a participant over time during a study, potentially influencing their behavior without and direct observation, which can act as a threat to the internal validity of research findings if not properly accounted for; essentially, it means the participants behavior may change simply due to their natural growth and development, not necessarily because of the treatment being studied. EXAMPLE: Would be a study where a young child’s language skills significantly improve over the course of an intervention, but it’s difficult to determine if the improvement is solely due to the intervention or if the child’s natural language development (maturation) is also contributing to the observed progress, especially if the study spans a long period of time like several months or a year.

Answer 99

Selection bias refers to pre-existing differences in individual participants impacting the outcomes of a study. “Selection bias” refers to a situation where the participants chosen for a study do not accurately represent the broader population being studied, leading to skewed results that may not generalize to the wider group due to systematic errors in the selection process, often arising from non-random participant recruitment or attrition (drop-out) during the study. EXAMPLE: Would be if a researcher studying the effectiveness of a new behavioral intervention only recruits participants from a clinic that specializes in high-functioning autistic children, potentially skewing the results as the intervention might not be as effective for children with different levels of autism severity who are not represented in the sample.

Answer 100

Applicability refers to the extent to which research findings can be transferred to members of a population outside of participants in a study. ***NOTE: don’t study to hard on this flash card.***

Answer 101

Diffusion of treatment occurs when someone outside of the experimental context begins implementing the treatment without the approval from the BCBA. “Diffusion of treatment” refers to a situation where individuals in a control group of a research study unintentionally learn about or adopt aspects of the intervention being provided to the treatment group, thus compromising the study’s internal validity by making it difficult to isolate the effects of the specific intervention being tested. EXAMPLE: Would be if a child in a control group (not receiving the targeted intervention) started exhibiting behaviors that are being taught to the treatment group children, simply because they are observing and interacting with the treatment group children during playtime or other shared activities, essentially “picking up” aspects of the intervention without directly receiving it themselves.

Answer 102

Inter-observer agreement measures how multiple people are measuring the behavior of interest, and social validity is related to how acceptable a procedure is. “Inter-observer agreement” (IOA) refers to the degree to which two or more independent observers report the same observed values when measuring the same behavior or event, essentially indicating how consistent their data collection is and ensuring the reliability of the observed behavior. EXAMPLE: Would be: two therapists independently observing a student during a classroom session and recording how many times they raise their hand, with both observers recording nearly the same number of hand raises, indicating a high level of agreement between their data collection methods; essentially showing that their observations of the behavior are consistent despite being conducted separately.

Answer 103

“Treatment integrity” refers to the degree to which a behavioral intervention is implemented exactly as designed and outlined in the treatment plan, ensuring that the procedures are followed consistently and accurately, allowing for reliable evaluation of the intervention’s effectiveness; essentially, it means the treatment is delivered as intended with no significant deviations from the prescribed protocol. • Treatment integrity would be an ideal method to measure how well staff are performing the necessary steps in a procedure. EXAMPLE: - inconsistent implementation: if some teachers fully implement an intervention while others adjust or skip parts, treatment integrity is lowered. This makes it difficult to determine if the intervention is effective or if other factors are at play. - reliability errors: two observers may record the same response but at slightly different times. This can lead to poor reliability scores and dissimilar data outcomes. - integrity errors: these occur when there are discrepancies between the prescribed protocol and the actual implementation of events. For example, delivering a reinforcer after a problem behavior.

Answer 104

An equal interval line graph displays frequency of responses per session, day, or other interval being observed. EXAMPLE:

Answer 105

• A bar graph focuses on the use of bars to display frequencies of behavior based on categories. • Bar graphs are used to compare discrete sets of data across conditions.

Answer 106

A cumulative recorder displays a cumulative record - a line recording every response increasing in number with the slope of the line denoting responses per minute. • Cumulative records specifically focus on the continuous adding of responses over time, even though cumulative records are displayed on line graphs. • A cumulative record represents changes in any repeated measure across time. • A cumulative record never decreases, only a flat line for no responding or an increased data path for responding. • A flat line on a cumulative record is a description of a zero rate to indicate no responding.

Answer 107

• semi-logarithmic graphs focus on the rate of responding over time.

Answer 108

• A standard celeration chart tracks changes in rate over time.

Answer 109

The dependent variable is the variable measured for change after introducing the independent variable. EXAMPLE:

Answer 110

In an experiment, the independent variable is the intervention, or the part of the experiment manipulated. EXAMPLE:

Answer 111

Confounding variables are variables that are not accounted for, which could be influencing the outcomes of an experiment. EXAMPLE:

Answer 112

Dependent variable

Answer 113

Independent variable

Answer 114

Repeated measures

Answer 115

Repeated measures refer to each participant's target behavior, or the dependent variable is measured in every condition of the study. “Repeated measures” refers to a research design where the same participants behavior is measured multiple times under different conditions over time (like baseline and intervention phases) within a study, allowing researchers to compare how the behavior changes across those conditions, essentially serving as their own control group by providing repeated data points on the same individual. • is a single subject design experiment EXAMPLE: Recording how many times a child asks for help during a baseline period without intervention, then again during a period where a specific prompting strategy is implemented to see if the intervention increases the frequency of “asking for help” behavior.

Answer 116

Replication refers to demonstrating similar results in an additional phase of the study. Focuses on whether or not the behavior stays the same due to the intervention. “Replication” in a single-subject design means repeatedly demonstrating the same behavioral change by manipulating the independent variable (intervention) across different phases of the study, essentially showing that the observed change is due to the intervention and not other factors, by reproducing similar results multiple times with the same participants serving as their own control. • is a single subject design experiment EXAMPLE: Would be a study where a behavior analyst collects baseline data on a child’s disruptive classroom behavior (Phase A), then introduces an intervention like positive reinforcement for on task behavior (Phase B), observes a decrease in disruptive behavior, then removes the intervention and returns to baseline (Phase A again), and finally reintroduces the intervention (Phase B) to demonstrate that the behavior change is directly related to the intervention, with the second “B” phase acting as a replication of the first “B” phase results.

Answer 117

Prediction refers to the ability of researchers to determine what will happen to the dependent variable based on effects from previous phases involving the independent variable. “Prediction” within a single subject design refers to the hypothesis or informed guess about how a behavior will change when an intervention is introduced, based on the stable pattern observed during the baseline phase of the study; essentially, it’s the anticipated outcome of the treatment based on the data collected before intervention starts. • is a single subject design experiment EXAMPLE: Would be stating that if a students disruptive behavior decreases significantly during a phase where positive reinforcement is implemented (intervention), then when the intervention is removed and baseline conditions return, the disruptive behavior will likely increase again, demonstrating a functional relationship between the intervention and the behavior change; essentially, predicting that the behavior will revert back to its baseline level when the treatment is withdrawn.

Answer 118

Verification involves demonstrating that baseline data of the dependent variable would have remained consistent if the independent variable had not been manipulated. Focuses on whether or not baseline changes due to the intervention “Verification” in a single subject design refers to the process of demonstrating that baseline levels of a behavior would have remained consistent if an intervention (independent variable) had not been introduced, essentially proving that any observed changes in behavior are directly attributable to the intervention and not other factors; this is typically achieved by returning to a baseline condition after implementing the intervention and observing if the behavior returns to its previous level. • is a single subject design experiment EXAMPLE: Would be using an “ABA” reversal design, where a researcher collects baseline data on a behavior (A), implements an intervention (B), then removes the intervention and returns to baseline (A) again, demonstrating that the behavior returns to its previous level when the intervention is withdrawn, thus verifying that the intervention was responsible for the behavior change.

Answer 119

To evaluate the treatment effectiveness for the individual • Using the individual as their own control in an experiment allows the experimenter to evaluate how effective the treatment was for the individual. Comparing baseline data of multiple people or using a small number of participants does not allow the same analysis in determining how effective a treatment was for a specific person. External validity is not associated with individuals serving as their own controls, as external validity is better demonstrated with larger sample sizes.

Answer 120

Individuals serving as their own controls •In this study, only one individual is being used, and that individual's baseline level is serving as the control. Since measurement of the distance driven hasn't occurred yet, this does not best exemplify repeated measures. There is no mention of the results being replicated yet, and no prediction has been set.

Answer 121

Lower number of participants are required to demonstrate control. • The advantage gained from individuals serving as their own control is that fewer participants are required to demonstrate control. With group designs, a larger number of participants are needed to establish control, thus, making them more costly and time-consuming to use compared to single-subject designs.

Answer 122

Helps to reveal information concerning individual participants. • An advantage of using single-subject designs to examine effectiveness of a learning procedure is that single-subject designs best reveal information about individual participants. Unlike group designs, which seek to determine effectiveness on a population, single-subject designs focus on effectiveness for the individual participants.

Answer 123

Replication is a key feature to help establish internal validity. • Replication is a key feature of single-subject designs, which help to establish internal validity within the experiment. Single-subject designs typically have higher internal validity than group designs.

Answer 124

Why behavior occurs on the individual level. • Since single-subject designs focus on the individual and help to reveal why behavior occurs on the individual level by using the individual as their own control and replicating those results. Since single-subject designs are not meant for testing multiple variables, they would not reveal how multiple variables affect the individual's behavior. Group designs look at how effective a treatment is for a large group.

Answer 125

Is a single subject design experimental design that involves establishing a baseline, introducing a treatment, and then removing the treatment. “Reversal design” refers to a research design where a baseline condition (A) is initially established, followed by the introduction of an intervention (B), and then a return to the baseline condition (A) to demonstrate whether the behavior change observed during the intervention phase is directly related to the intervention itself, effectively proving a functional relationship between the intervention and the target behavior by “reversing” back to baseline conditions. EXAMPLE: Would be to study a child’s disruptive behavior in a classroom by first recording baseline data (A) of their disruptive actions without intervention, then introducing a positive reinforcement intervention (B) like praise for appropriate behavior, and finally withdrawing the intervention to see if the disruptive behavior returns to baseline levels (A) again, demonstrating that the intervention was responsible for the behavior change.

Answer 126

Reversal design • Reversal designs allow for an attempt to verify the effect of an independent variable on a behavior, reversing the student's level responding to the level obtained in a previous condition. This would allow the BCBA to assess the effects of the reinforcer on hand-raising.

Answer 127

A multiple-baseline design is a single subject experimental design that measures the effects of an independent variable on multiple behaviors, settings or participants. It’s a flexible design that’s useful when it’s not ethical or practical to withdraw treatment. Is a research method where an intervention is systematically introduced across different behaviors, settings or individuals at different times, allowing researchers to observe if a behavior change occurs only when the intervention is implemented, thus demonstrating a causal relationship between the intervention and the targeted behavior, while not requiring the withdrawal of treatment in all situations like a reversal design; essentially, each individual or behavior acts as their own control group. EXAMPLE: Would be studying a child’s disruptive behavior in different settings (like the classroom, playground and lunchroom) where the intervention (e.g., positive reinforcement for appropriate behavior) is introduced sequentially in each setting, allowing the researcher to observe if the behavior change only occurs when the intervention is implemented, demonstrating a causal relationship between the intervention and the behavior change across different environments.

Answer 128

Multiple-baseline design • Multiple-baseline design allows for the assessment of a variable's effect on one behavior across multiple settings.

Answer 129

Multielement refers to rapidly changing the intervention or treatment phase. Refers to an experimental design where two or more different treatments are rapidly alternated, allowing for direct comparison of their effects on a target behavior, essentially acting as a “simultaneous treatment” comparison to identify which intervention is most effective; it is also commonly called an “alternating treatment design.” EXAMPLE: Would be a situation where a behavior analyst is comparing the effectiveness of two different reinforcement strategies (like praise vs. token economy) to decrease a students disruptive classroom behaviors, rapidly alternating between the two interventions throughout a series of sessions to see which one produces the most significant reduction in disruptive behavior; essentially, the student acts as their own control, experiencing both interventions in a short period to identify the most effective one. Is a research method where two or more different treatments are presented in rapid succession to a single participant, allowing for direct comparison of their effects on a target behavior, essentially testing which treatment produces the most significant change.

Answer 130

Behavior is clearly and consistently different in one condition relative to other conditions despite variability in each.

Answer 131

Changing-criterion design refers to gradually changing the criterion for reinforcement. Is a research design where a baseline phase is followed by a series of treatment phases, each with progressively changing criteria for reinforcement or punishment, allowing researchers to gradually shape a target behavior towards a desired level by systematically increasing or decreasing the required response rate over time, essentially acting as a step by step approach to behavior modification; this design is considered a type of single-subject design where the individual serves as their own control. Refers to a single-subject research design where the criteria for reinforcement of a target behavior are gradually adjusted (increased or decreased) over time, allowing researchers to assess if the behavior closely follows these changing criteria, thereby demonstrating a functional relationship between the intervention and the behavior change; essentially, it’s a method to shape a behavior by progressively raising or lowering the standard for reinforcement as the individual demonstrates progress. EXAMPLE: Would be a study where a behavior analyst aims to gradually decrease a clients cigarette smoking rate by setting progressively lower daily smoking quotas, reinforcing the client only when they meet each new criterion, demonstrating a clear link between the changing criterion and the reduction in smoking behavior. • with the changing criterion design, treatment is delivered in a series of ascending or descending phases. The criterion that the subject is expected to meet is changed for each phase.

Answer 132

The goal is to gradually increase or decrease some dimension of a target response. • Changing-criterion designs are most effective when the goal is to change a behavior gradually. If the behavior is not already in the repertoire, changing criterion designs should not be used. If the behavior is highly variable across different steps, other approaches may also be more ideal.

Answer 133

Closely matches sequential changes in behavioral targets during sub-phases. • Changing criterion designs are ideal to use for stepwise changes in a single target behavior that is already in the learner's repertoire. To indicate control, an experimenter looks for the behavior to match the changes during each phase.

Answer 134

A comparative analysis examines the effectiveness of multiple interventions. Refers to a research method where two or more different treatments or interventions are directly compared to determine which one is most effective in producing a desired behavior change, essentially identifying the best option among multiple treatment possibilities. EXAMPLE: Is comparing the effectiveness of two or more treatments.

Answer 135

Is an experiment that breaks down a treatment package to identify which parts are most effective. This helps to understand which parts of a treatment are necessary and which can be removed. Is a research method where a treatment package is systematically examined by isolating and evaluating each individual component to determine which elements are most effective in producing behavior change, essentially identifying the “active ingredients” within a complex intervention. EXAMPLE: • treatment package: a behavioral analyst creates a treatment package for a client with aggressive behavior. The package includes differential reinforcement of alternative behavior (DRA). • baseline observation: the analyst observes the clients behavior without DRA. • introduces DRA: the analyst introduces DRA to the client. • systematically remove DRA: the analyst removes DRA and collects data on the clients behavior. • analyze the data: the analyst analyzes the data to determine if DRA was an essential part of the treatment.

Answer 136

A parametric analysis evaluates different levels of the independent variable or intervention - such as different dosages of a drug. Refers to an experimental design where different levels or dosages of an independent variable (treatment) are systematically evaluated to determine the most effective “amount” of that variable needed to produce a desired change in the dependent behavior; essentially, it’s about finding the optimal level of an intervention by testing various intensities or durations of it. EXAMPLE: Would be systematically changing the “amount” of reinforcement (like praise or tokens) given to a client to determine the optimal level that produces the most desired behavior, such as finding out how often praise needs to be delivered to maximize task completion, instead of just giving praise occasionally or after every task; essentially, testing different “doses” of the intervention to see what works best.

Answer 137

Comparative analysis • A comparative analysis examines the effectiveness of multiple interventions in a multielement design.

Answer 138

Component analysis

Answer 139

Parametric analysis

Answer 140

A combination of praise and food is used to increase a client's compliance with tasks. Praise and food are then tested separately to determine each stimuli's effects on compliance.

Answer 141

Component analysis

Answer 142

Comparative analysis

Answer 143

Parametric analysis

Answer 144

Parametric analysis • In this example, a parametric analysis would be best since the BCBA is interested in knowing the effects of different amounts of break time. Parametric analyses examine the effects of different doses or treatment amounts on a dependent variable.

Answer 145

Protect the consumer

Answer 146

Credentialing • Credentialing is the process that establishes and determines the qualifications of individuals to practice a profession.

Answer 147

Affiliation is the joining or association of individuals or groups based on some commonality, and does not determine qualifications.

Answer 148

Accreditation is the process by which schools or organizations have met standards by an external regulator.

Answer 149

Induction means the formal introduction of one into a job and does not involve determining qualifications for an individual to practice or to be authorized.

Answer 150

Public Statements by Behavior Analysts

Answer 151

Maintaining Competence • Maintaining Competence. 1.06: Maintaining Competence states behavior analysts must complete professional-development activities, such as attending conferences, reading literature, or being involved in workshops, to maintain their professional competence.

Answer 152

2.01: Providing Effective Treatment specifies treatments selected are evidence-based (e.g., supported by peer-reviewed research), this ethics standard does not focus on professional development; instead, it emphasizes service delivery.

Answer 153

Respectfully educating others about the ethics requirements of behavior analysis and the mechanisms for addressing professional misconduct.

Answer 154

Benefit Others • The foundational principle of Benefit Others states that behavior analysts work to maximize benefits and do no harm by actively identifying and addressing the potential negative impacts of their own physical and mental health on their professional activities.

Answer 155

Responsibility to Clients • Ethics standard 3.01 Responsibility to Clients states, "Behavior analysts act in the best interest of clients, taking appropriate steps to support clients' rights, maximize benefits, and do no harm."

Answer 156

Social Media Channels and Websites • Code item 5.10 is the best answer due to personal and professional online accounts being mentioned.

Answer 157

Designing Effective Supervision and Training • The program that Lila has designed to support the supervisee does not allow for the supervisee to actually practice task list items. This is a violation of designing a supervision program.

Answer 158

Accountability in Supervision • Ethics standard 4.04 is about making sure behavior analysts are being accountable for the practices of their supervisees, including supervision and training. By making sure Rachel is getting enough experience, Scott is demonstrating accountability for her.

Answer 159

Cultural Responsiveness and Diversity • This directly relates to ethics standard 1.07: Cultural Responsiveness and Diversity. Within the ethics standard, it states, "Behavior analysts also evaluate biases of their supervisees and trainees ...".

Answer 160

Yes; Delegation of Tasks • Since Jamie has made a decision for Andrea to complete the treatment plan with no appropriate training or expertise, she has demonstrated a violation of the code. This is a violation related to delegation of tasks because Jamie has assigned this task to Andrea, a supervisee who does not meet the requirements to carry out the task.

Answer 161

This is acceptable, as long as the fees received are documented and clients and stakeholders are informed of them

Answer 162

Prioritize positive reinforcement procedures

Answer 163

Protecting the Rights of Clients, Stakeholders, Supervisees, and Trainees • Informed consent is an ongoing process and requires continued evaluation of whether the treatment is still agreeable.

Answer 164

Use of Intellectual Property • Behavior analysts should always cite sources when quoting others in order to be compliant with using another's intellectual material.

Answer 165

Documentation Protection and Retention • 2.05 Documentation Protection and Retention would be the best choice as the behavior analyst would need to ensure that protection and retention of documentation is followed, even for individuals in which telehealth is provided.

Answer 166

Public Statements by Others • In this scenario, Joy focuses on a public statement about ABA that is printed by someone else.

Answer 167

Yes; Soliciting Testimonials from Current Clients for Advertising • As a behavior analyst, it is unethical to ask current clients to provide testimonials or reviews of services.

Answer 168

The old data are accompanied in the new article by a clear and direct acknowledgement of the source of those data. • According to ethics standard 6.08, behavior analysts give appropriate credit to research contributors in all dissemination activities.

Answer 169

ABA has a strong foundation in scientific research as a highly effective treatment approach for many children with autism

Answer 170

Data are always reported accurately, helping to create an evidence-based science • In research, accurate data reporting and interpretation are ethical responsibilities of the behavior analyst.

Answer 171

participant's anonymity must generally be assured, unless it is waived by the participant in writing • Participants in research must have total anonymity regardless of the situation

Answer 172

Discontinue Jake's participation in the research study immediately

Answer 173

A BBA obtains an outside consult from a BCBA verbal behavior expert • A professional relationship is one where a ВСВА would work together in an ethical way with another BCBA, such as a verbal behavior expert.

Answer 174

Research • A primary function of research is to ensure that new information is found and disseminated in a way that allows for additional experimentation and replication.

Answer 175

Yes; Communicating About Services • The BCBA is not effectively communicating about services in a way that will facilitate the understanding of assessment results by the mother.

Answer 176

Determine who can provide consent • Informed consent is the first step to complete before implementing a preliminary assessment.

Answer 177

Records review, questionnaires, interviews • Assessments that can be done in the office would exclusively be indirect assessment procedures, which don't require direct observation of behavior.

Answer 178

Whether or not to intervene • When a behavior analyst is approached by a potential client, they should never immediately start considering how to intervene, how soon to start, or where to provide the intervention. Instead, the first step should always be to consider whether or not to intervene.

Answer 179

Determine the need for behavior-analytic services • Before implementing any behavior-analytic services, the need for the services should be established.

Answer 180

The impact the behavior has on the individual and those around them • The impact the behavior has on the individual, and those around them should always be considered when deciding whether or not to provide behavior-analytic services.

Answer 181

Preliminary assessment • The purpose of the preliminary assessment is to gather basic information about a case and determine if behavioral services are warranted. Should services be recommended, the indirect assessment would follow where tools such as questionnaires, interviews, and rating scales are used to gather further information about potential target behaviors and environmental variables.

Answer 182

Toilet training • Toilet training will result in access to new reinforcers, contingencies, and environments that were not previously available. Additionally, toilet training is socially valid, generative, and can compete with inappropriate responses.

Answer 183

Expose an individual to new contingencies and reinforcers • Exposing an individual to new contingencies and reinforcers are the only options that are direct criteria for behavioral cusps.

Answer 184

Learning how to request items, activities, and information • Requesting is considered a behavioral cusp because it leads to new reinforcers, contingencies, and environments. It is also a more efficient behavior that can replace maladaptive behavior. Additionally, requesting is a prerequisite for more complex social communication and has a high degree of social validity.

Answer 185

Reading printed text • Behavior analysts should always focus on building socially significant goals. Reading a printed text is a socially significant goal because it will greatly increase the individual's ability to independently contact a wide range of reinforcers. Although making the bed, saying please, and coordinating outfits are all good goals to learn, they are not as socially significant as reading.

Answer 186

Allow more efficiency in learning • One criterion for a skill to be considered a behavioral cusp is that it allows for more efficiency in learning. Additionally, behavioral cusps are skills that promote immediate and long-term access and opportunities rather than limiting or preventing access or learning.

Answer 187

Restaurant vocational skills • Although all of the skills are socially valid to some extent, restaurant vocational skills is the correct answer.

Answer 188

☑️ It will lead to access to new environments ☑️ It will lead to access to new reinforcers ☑️ It is a prerequisite or component of a more complex skillset ☑️ It will lead to access to new contingencies • Behavioral cusps may replace or compete with problem behavior rather than increase it.

Answer 189

To find a starting point for other skills to teach • It is important to understand what a client's skill strengths are as it provides a foundation for what areas of strength and interests that can be built upon for related skills that will have the maximum benefit for the client. Assessments can also identify weaknesses and which skills need to be taught, but this does not provide information about specific activities or areas of strength that can be built upon for the client.

Answer 190

Indirect preference assessment • Indirect preference assessments are the least effortful but may have subjective results that may not always correspond with direct, observation-based methods.

Answer 191

Refers to a systematic method of observing and recording an individuals choices between different stimuli (like toys, activities or foods) to identify their preferred items, essentially creating a hierarchy of what motivates them most, allowing therapists to use those preferred items as effective reinforcers during therapy sessions.

Answer 192

Refers to a method of identifying a persons preferred items or activities by gathering information from others who know them well, like parents, caregivers or teachers, through interviews, questionnaires or surveys, rather than directly observing the individuals choices in real-time; essentially, asking about their likes and dislikes instead of directly presenting them with options to choose from.

Answer 193

Refers to a research method where a behavior analyst observes and records an individuals behavior in their natural environment, without actively manipulating or interfering with their actions, to gain insights into their typical behaviors and interactions in real-world settings; essentially, watching how someone behaves in their everyday life without influencing their actions.

Answer 194

Refers to an evaluation method that focuses on identifying and analyzing the antecedent conditions (what happens before a behavior) that trigger or influence a specific behavior, essentially examining the environmental factors that contribute to the occurrence of a behavior, rather than the consequences that maintain it (which would be considered a functional analysis).

Answer 195

Functional Assessment

Answer 196

Narrative recording, scatterplot, and ABC data collection

Answer 197

Social-mediated positive and negative reinforcement are both forms of reinforcement provided by people. Subtractive consequence involving another person. Refers to a situation where a behavior is strengthened by the removal of an aversive stimulus, which is controlled by another person, meaning the consequence of escaping the aversive situation is delivered through social interaction with another individual; essentially, the behavior increases because it allows the person to escape or avoid something unpleasant by interacting with someone else. EXAMPLE: When a child starts to whine and complain about doing their homework and the parent removes the homework expectation as a way to stop the whining, effectively reinforcing the whining behavior by taking away the aversive task of doing homework; the child’s behavior is reinforced by the removal of something unpleasant due to the parents action. • Continued presentation of demands is an example of an application of extinction for behavior maintained by socially mediated negative reinforcement.

Answer 198

Automatic reinforcement refers to reinforcement obtained without the involvement of other people. Refers to a behavior that is maintained by its own consequences, meaning the individual reinforcers themselves without the need for social interaction or external rewards; the behavior produces a satisfying sensory or internal stimulation, essentially acting as its own reinforcer, even when alone. EXAMPLE:

Answer 199

Social-mediated positive and negative reinforcement are both forms of reinforcement provided by people. Refers to a situation where a behavior is strengthened by a positive consequence delivered by another person, meaning the reinforcement is contingent on the actions of another individual, making the behavior more likely to occur again in the future; essentially, someone else provides the reward for a desired behavior. EXAMPLE: When a teacher gives a student verbal praise (“good job”) after they complete a task correctly, increasing the likelihood of them repeating that behavior in the future because the praise is delivered by another person; essentially, the positive reinforcement is “mediated” by the teacher’s action.

Answer 200

Multiple control generally refers to behavior under the control of more than one set of variables. Refers to a situation where a single behavior is influenced by more than one controlling variable, meaning that multiple stimuli, antecedents or consequences can trigger or maintain a particular response; essentially, a behavior is controlled by multiple factors simultaneously. EXAMPLE: Would be a child saying “red” when shown a red apple, hearing the word “red” spoken aloud, and seeing a red crayon, demonstrating that a single response (“red”) is controlled by multiple stimuli (the visual color red, the spoken word “red” and the context of the crayon) - this is considered “convergent multiple control” where different stimuli trigger the same response.

Answer 201

More than one set of variables

Answer 202

Direct descriptive assessment involves direct observation and is a class of methods that may include ABC recording. Refers to a method of evaluating behavior by directly observing and recording a persons actions in their natural environment, noting the specific events that occur before (antecedents) during and after (consequences) a target behavior, essentially capturing a detailed description of the behavior within its context to understand its function. EXAMPLE: Noting when a child starts hitting a toy (behavior) after being asked to clean up (antecedent) and then receiving a break from the task (consequence) to understand if the behavior is likely motivated by escape.

Answer 203

functional analyses do not necessarily occur in the natural environment and do include environmental manipulations.

Answer 204

Direct descriptive assessment • Indirect assessments can provide useful information to help start a program. However, a direct-descriptive assessment is still required to obtain more information about possible relations between the behavior and the environment.

Answer 205

Every day before lunch • It is best to try and observe the behavior in the conditions it is naturally observed. In this case, assessing before lunch will be the most likely time that the individual is hungry. Since problem behavior is observed when the individual is hungry, assessing while eating or after would not likely provide the best conditions to observe the problem behavior. Assessing at random times may or may not lead to observing the problem behavior. A better alternative would be to identify a time of day the individual would most likely be hungry.

Answer 206

This is a description of how descriptive assessments are performed.

Answer 207

Structured assessments are a type of descriptive assessment that include an antecedent environmental manipulation.

Answer 208

Indirect assessments usually do not involve direct observation

Answer 209

Descriptive assessment • This is a description of how descriptive assessments are performed.

Answer 210

Indirect Assessment: interviews, questionnaires, rating scales, checklists Direct Assessment: descriptive assessment, functional analysis

Answer 211

Play • The play condition is the control, as the environment is set to allow non-contingent reinforcement for all potential functions and is likely to have the lowest rates of behavior (thereby allowing a comparison level for all other conditions).

Answer 212

A test used to determine if a persons problem behavior is motivated by the desire to escape from an aversive stimulus, like a task or demand, where the behavior is reinforced by the removal of that stimulus when it occurs; essentially, if a person engages in a behavior to get out of doing something they dislike, it is considered an escape behavior and the situation is called an “escape condition.”

Answer 213

Refers to a controlled environment during a functional analysis where an individual is given free access to preferred activities and attention, with no demands placed on them, acting as a baseline to compare behavior against other conditions and determine the potential function of a problem behavior; essentially, it’s a “control” condition where the goal is to minimize the likelihood of a problem behavior occurring due to the readily available positive reinforcement.

Answer 214

Refers to a specific scenario during a functional analysis where an individual is left completely alone without any social interaction or attention, allowing the therapist to assess if a behavior is maintained by automatic reinforcement, meaning the behavior itself provides the reinforcement rather than external factors like attention or access to items.

Answer 215

Refers to a specific test condition within a functional analysis where a behavior is assessed to determine if it is maintained by the individuals desire to gain attention, meaning the behavior is reinforced by social interaction or verbal responses from others when it occurs; this is done by deliberately withholding attention and providing it only when the target behavior happens.

Answer 216

A scatterplot also involves direct observation and is a visual representation of that data.

Answer 217

Indirect Assessment • The only answer choice that does not require observation is an indirect assessment.

Answer 218

average number of responses required each time (not the same number of responses required each time); AKA intermittent ratio.

Answer 219

same number of responses required each time. • FR-1 is also known as continuous reinforcement

Answer 220

Variable ratio schedule • Variable schedules of reinforcement are more resistant to extinction and produce steady rates of responding because they are not as predictable to the learner as fixed ratio schedules.

Answer 221

VR 6 • Variable ratio schedules of reinforcement are most resistant to extinction because they are more unpredictable for the learner.

Answer 222

Celia turns off the light in the closet • An aversive stimulus (the light) is removed contingent on the behavior (turning it off), which is negative reinforcement.

Answer 223

FR 2 • Fixed ratio schedules are less resistant to extinction because they are more predictable for the learner. The smaller the ratio, the faster the response will extinguish so an FR2 would extinguish faster than an FR20.

Answer 224

Fixed ratio schedule • Fixed ratio schedules are more predictable for the learner and more susceptible to extinction.

Answer 225

Is a specific environmental cue or signal that indicates to an individual that performing a certain behavior will likely result in a positive reinforcement or reward, essentially telling them what action to take in a particular situation; it acts as a trigger for a specific behavior by signaling the availability of reinforcement for that behavior.

Answer 226

Discriminative stimuli • The consistent table is a signal to the client that it is time for work.

Answer 227

Targeting mands for food before lunch • By completing the trials before lunch, motivation for food is likely high.

Answer 228

Establishing operations are antecedents that increase or decrease the value of the stimulus. EXAMPLE:

Answer 229

Primary reinforcers are things innately needed for survival like food, water, pain attenuation, etc.

Answer 230

SDeltas are antecedents that signal the availability or unavailability of specific consequences. Stands for “stimulus delta,” which refers to a stimulus that signals that a specific behavior will not be reinforced, meaning performing the behavior in the presence of this stimulus will not lead to a desired outcome or reward; essentially, it indicates that reinforcement is not available for a particular response in that situation. EXAMPLE:

Answer 231

Refers to a stimulus that naturally increases the likelihood of a behavior occurring without any prior learning or conditioning needed, essentially meaning it is a reinforcing consequence that is inherently valuable to an organism due to biological needs, like food, water or warmth; also called a primary reinforcer.

Answer 232

Refers to a stimulus that has become reinforcing through its association with the removal of an aversive stimulus, meaning it gains the power to increase a behavior by being paired with the removal of something unpleasant, even though it wasn’t originally considered reinforcing on its own; essentially, a learned negative reinforcer.

Answer 233

Is a stimulus that becomes reinforcing due to its association with a primary (unconditioned) reinforcer, essentially meaning it gains its reinforcing power through learning and pairing with something already considered rewarding, like praise being paired with a preferred activity; it’s often referred to as a “secondary reinforcer” in ABA terminology.

Answer 234

Is a stimulus that naturally decreases the likelihood of a behavior occurring without any prior learning required, essentially meaning it’s an inherently aversive stimulus that, when removed following a behavior, increases the probability of that behavior happening again; like escaping from a loud noise or uncomfortable situation.

Answer 235

Conditioned reinforcers • Ice cream, a primary reinforcer, has been paired with stickers, thus the stickers have become conditioned reinforcers for Tereza's chore completing behavior.

Answer 236

Conditioned reinforcer • A treat, a primary reinforcer, was paired with the clicker, thus the clicker has become a conditioned reinforcer for the dog's sitting behavior over time.

Answer 237

Errorless learning includes the use of the least most intrusive prompt for the learner and systematically fading the prompts over time to promote learning.

Answer 238

begin with the least intrusive, most effective prompt and fade out over trials. The Sequence: 1. Hand over hand 2. Manual guidance 3. Light touch 4. Independent

Answer 239

begin with the least intrusive prompt on your hierarchy and gradually introduce more intrusive prompts within the same trial until the response occurs The sequence: 1. Independent 2. Light touch 3. Manual guidance 4. Hand over hand

Answer 240

Time delay procedures begin with simultaneous presentation of the target stimulus and response prompt. After the student has responded correctly for several trials, the teacher inserts a delay between the instructional stimulus and the response prompt. adjust the time between the SD and when the prompt is delivered.

Answer 241

Involves highlighting a physical dimension (e.g., color, size, position) of a stimulus to increase the likelihood of a correct response.

Answer 242

Provided before any error can occur, so the correct response is always evoked. • Prompts are provided before errors occur to help facilitate the desired response. Ideally, prompts are provided before errors occur to help promote the correct response.

Answer 243

Errorless learning • Errorless learning can involve physical prompts that systematically fade from most-to-least support to help facilitate correct responding. This example involves introducing heavy prompts that are systematically faded as the learner makes the correct responses. This represents a method to help facilitate errorless learning.

Answer 244

Stimulus-equivalence refers to a concept regarding how relations are formed between stimuli.

Answer 245

Manually guide tooth brushing, then systematically fade to verbal prompts • Errorless learning includes the use of the least most intrusive prompt for the learner and systematically fading the prompts over time to promote learning.

Answer 246

Independent, hand over hand

Answer 247

Produce few errors

Answer 248

Show them what to do.

Answer 249

Copying someone's motor movements (as they relate to sign language).

Answer 250

Task instructions in conditional discrimination training have varied from simple (e.g., “touch one”) to more detailed (e.g., “pick the one that matches” or “when you see this [A1], choose this [B1]”), and the best instruction set will again necessarily depend on instructional goals and the participants involved.

Answer 251

Refer to verbal statements that describe a behavioral contingency, essentially telling someone what behavior to perform and what the potential consequence of that behavior will be, thus influencing behavior without direct experience of the consequence; this is called “rule-governed behavior”

Answer 252

Alaric tells the child to catch the frisbee between their hands so that it won't hit their face • Alaric is providing a statement of the A-B-C contingency to the client.

Answer 253

Correspond with actual direct contingencies more often than not • To be effective, rules need to correspond with direct contingencies more often than not. Correspondence with actual direct contingencies that an individual may have already experienced (or is more likely to experience in a given situation) increases the likelihood there will be follow-through with a rule. Follow-through with a rule increases the effectiveness of a rule. Threats do not necessarily make rules effective, especially if the threats are rarely carried through. Additionally, a rule does not have to be punitive and can describe a reinforcement ABC contingency.

Answer 254

Shaping is a teaching procedure that uses the reinforcement of successive approximations towards a target goal. EXAMPLE:

Answer 255

Is a technique that breaks down complex tasks into smaller, more manageable steps. It’s based on the idea that learning each step individually helps learners master the task as a whole.

Answer 256

Forward chaining is an approach that involves teaching the steps of a behavior chain in the order they are supposed to occur. Forward chaining is teaching a behavior chain starting with the first step and progressing forward to the end. EXAMPLE:

Answer 257

Backward chaining involves teaching first targeted steps at the end of a chain. EXAMPLE:

Answer 258

Total-task chaining occurs when the entire task is taught, and the learner is only provided support as needed.

Answer 259

Refers to a structured teaching method where a specific skill is broken down into small, individual steps, and each step is presented one at a time to the learner, with immediate reinforcement provided for correct responses, allowing for focused and systematic skill acquisition; essentially, each trial is a distinct learning opportunity with a clear beginning, middle, and end. This arrangement repeated at a fast pace, often in an artificial environment. - SD- Response- Reinforcer EXAMPLE:

Answer 260

Refers to a behavior that occurs naturally and freely without any specific cue or prompt, meaning an individual can engage in the behavior at any time without being directed to do so, allowing for observation of their preferred activities or responses in a relatively unrestricted environment; essentially, a behavior that is not controlled by a specific discriminative stimulus (SD) and can happen whenever the individual chooses to perform it.

Answer 261

Is a teaching method that integrates learning into a child daily life. Based on the idea that learning is most effective in real world settings. Embedding learning opportunities in their natural environment. EXAMPLE:

Answer 262

One response is contingent on only one antecedent stimulus i.e. "bowl".

Answer 263

"A discrimination in which reinforcement of responding during a stimulus depends on (is conditional on) other stimuli" "When the nature or extent of operant control by a stimulus condition depends on some other stimulus condition"

Answer 264

A task analysis breaks down the components of a behavior chain into discrete steps and can help Stacy keep track of which skills her client can do correctly and which skills they do incorrectly.

Answer 265

Naturalistic teaching • The analyst is using naturalistic teaching procedures by utilizing a familiar toy room rather than a more contrived presentation of items, such as sitting at a table.

Answer 266

An instruction • An instruction is a stimulus that occurs right before the behavior (or response) and is an antecedent in a discrete trial.

Answer 267

- Ensure attending 2 - Present the SD 3 - Allow the learner to respond 4 - Provide the consequence (reinforce correct response, error correct incorrect response) 5 - End trial, record data, and begin next trial

Answer 268

Conditional discrimination • The child is conditionally discriminating between multiple pictures to select the one being named. Simple discrimination would not include additional picture stimuli.

Answer 269

Verbal conditional discrimination is when behavior is evoked by a stimulus only when another stimulus is present.

Answer 270

Verbal conditional discrimination • Verbal conditional discrimination is when behavior is evoked by a stimulus only when another stimulus is present.

Answer 271

Simple discrimination • The child learns that in the presence of their mother, reinforcement is available, which would be a simple discrimination.

Answer 272

Step 1 - Put one item in front of the learner. Step 2 - Instructor names the item Step 3 - Allow the learner to respond (prompt as needed). Step 4 - Reinforce the correct response.

Answer 273

Tarring a picture of a carrot after hearing “carrot”

Answer 274

Simple discrimination

Answer 275

Hand me the blue marker.

Answer 276

A verbal operant that modifies other verbal behavior by a speaker is an autoclitic. By definition, an autoclitic behavior benefits the listener by providing additional information regarding the primary response.

Answer 277

Manding is requesting an desired item.

Answer 278

A pure tact would require no additional antecedent stimulus provided other than the sight of the item/activity/person that the individual is tacting. EXAMPLE: Saying, "Ball" in the presence of a ball is tacting.

Answer 279

An intraverbal is under the antecedent control of verbal discriminative stimuli; the individual is presented with a verbal antecedent stimulus (e.g., the cow says...), and their response (e.g., "moo") is under the control of that stimulus.

Answer 280

A generalized reinforcer • Reinforcement for tacts is typically provided in the form of social generalized reinforcement.

Answer 281

Mands • Strengthening mands may lead to Jainey asking for a snack, which would be a functional replacement for chin hitting.

Answer 282

A duplic refers to a type of verbal behavior where the response is under the functional control of a verbal stimulus with formal similarity, but it does not modify other verbal behavior.

Answer 283

Matching-to-sample is the only procedure that could assess for knowledge of stimulus equivalence because an individual can physically demonstrate it by matching an item to another item it has stimulus equivalence with.

Answer 284

Gradually removing prompts to minimize the likelihood of an error while transferring control from the prompt to SD.

Answer 285

A functional assessment assesses for variables maintaining a specific behavior. The goal of a functional assessment is to identify environment-behavior functional relations to guide the development of treatment. The best way to identify these type of relations is by conducting a functional analysis.

Answer 286

Reinforcement of some responses and extinction of others.

Answer 287

Matching-to-sample • Matching-to-sample is the only procedure that could assess for knowledge of stimulus equivalence because an individual can physically demonstrate it by matching an item to another item it has stimulus equivalence with.

Answer 288

• Procedure that uses multiple control to turn one verbal operant into another type through prompting and prompt fading Steps: • Identify a reliable operant • Establish EO or new controlling antecedent • Present the prompt (existing repertoire) • Wait for the learner to emit the response • Provide maintaining consequence

Answer 289

Gradually transferring stimulus control from supplementary antecedent stimuli to the natural SD

Answer 290

1. Identify low-p target and 2-5 high-p responses 2. Present high-p demands and reinforce after each response 3. Present the low-p demand and differentially reinforce independent response

Answer 291

A DRA would provide reinforcement for an appropriate alternative to talking about herself, but the goal is not to completely eliminate talking about herself. • Used to replace problem behavior • One response is reinforced while others are not (or receive less) Provide greater SR for one form of bx and less SR for another. • “Do this instead" • Differential Reinforcement of Alternative Behavior - reinforce a different behavior, not incompatible - Ideally functionally equivalent, but not always - May include FCT -"do this instead"

Answer 292

A DR procedure that targets a form of communication as the alternative response. • FCT typically involves simple responses, often below developmental and social norms • Training moves from efficacy to effectiveness.

Answer 293

Differential reinforcement of 0 rate of behavior (or Other behavior, or Omission) - do anything but the target behavior, get reinforced -does NOT directly contact any behavior for reinforcement - “Don't do this"

Answer 294

Differential reinforcement of low rate or DRL-T (increased IRT) also called spaced responding. • Differential Reinforcement of Lower Rate (or with DRL-T, increased IRT) - Reinforce lower rates of responding, or increased IRTs - Initial criterion set just below average baseline rate, or slightly above baseline IRT (for DRL-T) -"Do this, only not so much/not so often" • don’t use with behaviors you don't want at all! DRL Variations: • Interval DRL • Full-Session DRL • Spaced Responding DRL (DRL-T)

Answer 295

We can break the response-reinforcer contingency by providing the "reinforcer" based on the passage of time.

Answer 296

Withholding access to a positive reinforcer would be extinction. Extinction would have included withholding reinforcement for completing the checklist.

Answer 297

DRO • In this scenario, Zach receives his preferred stimulus whenever he does NOT engage in the problem behavior in a three-minute period. This scenario does not target an incompatible behavior or an appropriate alternative, but rather the absence of the skin-picking behavior. This is not a punishment procedure; although skin picking is decreasing, it results from reinforcement of "other" behavior.

Answer 298

DRO • Since the client does not have many skills in her repertoire, it may not be feasible to reinforce an appropriate alternative behavior using a DRA. The goal is to quickly reduce the frequency of behavior and not maintain the current frequency, so a DRL and DRH would not be appropriate. A DRO would be the best choice because the target response for reinforcement is any behavior other than the wrist-biting

Answer 299

Teach Ahmed to sign for a break • Teaching Ahmed to sign for a break would allow him to access the same reinforcer as pinching, escape.

Answer 300

DRL • A DRL will provide reinforcement for talking about herself less but does not require her to stop talking about herself completely.

Answer 301

- Session is broken into smaller, equal time intervals. - Reinforcement is delivered if responding is at or below criterion each interval - Example: do not call out more than twice every 15 minutes (for an hour).

Answer 302

- Reinforcement is delivered if responding is at or below criterion - Example: Call out no more than 6 times an hour, earn a recess break.

Answer 303

- Reinforcer is delivered, provided that the a designated amount of time has passed since the last response. - If the response occurs before the elapsed time, the interval is reset - Example: I will take you to the arcade as long as it has been at least a week since the last time you asked.

Answer 304

Stage 1: • Identify function • conduct an FA (lISCA) Stage 2: • Teach an FCR (alternative, functionally equivalent bx) • Considerations for selection/modality: response effort, social recognition, likely speed of acquisition Stage 3: • Generalization - extend training across caregivers • multiple trainers and settings, include like stimuli, and sequential modifications.

Answer 305

Extinction • The teacher is withholding reinforcement for screaming and crying, which leads to the behavior decreasing.

Answer 306

• Non-exclusionary: learner is not physically removed from the environment. planned ignoring, timeout ribbon, contingent observation, withdrawal of materials • Exclusionary: physically removed from the environment for a specified period of time. movement to another location, facial screening, time-in setting removed, seclusion time-out Non-exclusionary Time-out • Planned ignoring -Remove attention contingent upon target Bx • Time-out ribbon (really: a time-in ribbon) - Indicator of availability of reinforcement is removed during time-out. Non-exclusionary Time-out • Contingent observation - Cannot participate/earn reinforcement, but not removed from area where peers are earning • Withdrawal of materials - Lose tangible items or access to activities, but not necessarily earned in setting (distinguish from response cost) Exclusionary Time-out • Movement to another location - Sent to a time-out room, bedroom, behind a partition/barrier, but not alone • Seclusion - Individual is alone — must be observed and not locked in! Exclusionary Time-out • Facial Screening - Blindfold, screen or hands used to remove reinforcing visual stimuli — AKA visual screening • Time-in setting removed - Environment is removed from the individual, rather than the other way around

Answer 307

• The contingent removal of an already-earned reinforcer of a specific quantity or amount - Negative punishment procedure • Removal of an earned reinforcer • Indefinitely - so it's not time-out • Not the individual's personal items!

Answer 308

this is a punishment procedure that requires the person to restore the environment beyond its original state.

Answer 309

A behavior modification technique in applied behavior analysis (ABA) therapy that uses tokens to reward positive behaviors. It’s based on the idea that behaviors that are rewarded are more likely to be repeated.

Answer 310

Negative punishment • The analyst is removing (negative) an item, which results in a decrease in behavior (punishment).

Answer 311

Positive punishment • The family added (positive) a shock to decrease (punishment) the behavior of running away.

Answer 312

Presented that decreases future frequency of behavior. • When we use the term "positive" in behavior analysis, we are referring to positive as a mathematical term meaning "added". So, a stimulus must be added or presented to the environment for it to be positive.

Answer 313

Response cost

Answer 314

Negative Punishment • Time-out, response cost, and fines/penalties are all procedures based on the principle of negative punishment. Each of the previously mentioned procedures involves removing either a specified amount of an appetitive stimulus (e.g., response cost, fines/penalties) or removing access to an environment that offers positive reinforcement (e.g., time-out).

Answer 315

Terminates, and then prevents access, for a specified period of time, to a current appetitive stimulus condition. • This describes timeout from positive reinforcement.

Answer 316

1. Identity target behaviors 2. Select tokens 3. Select backup reinforcers 4. Establish earning/exchange ratio 5. Develop procedures 6. Field test & train

Answer 317

Immediately after the performance of the target behavior • Reinforcers should always be delivered immediately after the target behavior occurs, and tokens, as generalized conditioned reinforcers, require the same to be effective. Anything else is too delayed for the token to function as a reinforcer.

Answer 318

Independent group contingencies work by only presenting the reinforcer to members that meet the goal.

Answer 319

Interdependent group contingencies work by requiring the group to meet the goal for any members to receive reinforcement.

Answer 320

Dependent group contingencies work by rewarding the whole group based on the performance of one or more individuals within the group.

Answer 321

Indiscriminable group contingencies occur when the individual does not know whether or not the next response will be reinforced.

Answer 322

Dependent group contingency

Answer 323

Independent group contingency • Group contingencies can have the opposite effect intended when individuals may sabotage the effort. This is a result of the target goal requiring the combined effort of the whole group. In this case, using an independent group contingency would be a better option. This would allow individuals within the group to contact reinforcement, although other members are not meeting the required goals.

Answer 324

Interdependent group contingency • This is an example of an interdependent group contingency. Interdependent group contingencies work by requiring the group to meet the goal for any members to receive reinforcement.

Answer 325

Independent group contingency • This is an example of an independent group contingency. Each student must meet the response requirement to earn a ticket to the ice cream social. Each student can engage in the response independent of each other, resulting in individual access to the reward.

Answer 326

A document between two or more people with a rule that describes an IF → THEN contingency Used to: - Increase behaviors that are already in the repertoire - Decrease inappropriate behaviors Describes: • Behavior to be performed • Who, what, when, how well? • Reward that will be delivered • Kind, amount, when?

Answer 327

Contingency contract • They have completed the steps for a contingency contract, including working together to decide the terminal goal and putting it in a formal document.

Answer 328

Collaboration with Sinbad on the contract • All parties were not involved in making the contract, and Sinbad did not get to give input.

Answer 329

The contracted task is not stated clearly • This is an example of a contract that includes a task that's not stated clearly. This contract is stated in positive terms and focuses on accomplishments; however, while the contingency may be beneficial to Dan, it is not clear which targeted response earns the reinforcer. This could lead to various undesired responses (i.e., cheating) and could incorrectly reinforce problem behavior.

Answer 330

Arranging your environment so you can respond more effectively to it. • Arranging one's environment to change responding • Example: - Ronnie lays out clothes the night before so that it is easier to exercise in the morning

Answer 331

Self-management • The individual is tracking their own behavior and determining when they access reinforcement.

Answer 332

Self-management • The student is utilizing self management by tracking their own behavior.

Answer 333

Tacting the stimuli that affect one's own responding (i.e., awareness training as a component of habit reversal).

Answer 334

Selection of a more desirable delayed reinforcer or the selection of an immediate, less aversive, punisher in lieu of delaying punishment or accessing reinforcement impulsively.

Answer 335

A form of chaining wherein one strategically schedules contact with appetitive stimuli such that desirable responding undergoes conditioning.

Answer 336

Plan for natural contingencies • When we plan for natural contingencies, this allows the response to contact naturally occurring reinforcers for the response and promotes variability in targeted behaviors.

Answer 337

Maintenance • This promotes maintenance because it is a built-in prompt for the teacher to approach the client and provide praise and feedback each time the client completes work, contacting natural contingencies.

Answer 338

Dropping to the floor • When identifying behavior, consider the three critical attributes of behavior: 1) biological in nature, 2) involves action, and 3) interaction between the individual and the environment. Of the four options, "dropping to the floor" meets all three of these criteria. Furthermore, this target behavior is observable, measurable, and passes the dead person's test. "Intent" and "forgetting" do not meet these criteria as they cannot be observed or measured. Non-behavior such as non-compliance does not pass the dead person's test.

Answer 339

Making requests to peers and siblings • Making requests to peers and siblings is a socially valid goal to prioritize. Although sitting still at a table, sorting cards, and pointing to desired foods may be good goals for certain situations, other, more socially valid goals should be focused on.

Answer 340

Staying seated for longer durations • Before working on more demanding behaviors, starting with an easier pre-requisite like staying seated is a good idea. Sitting next to friends, responding to, and facing the teacher are excellent goals but could be too high a requirement for this learner. Starting with easier prerequisites like staying seated is a good approach in this case.

Answer 341

The results of the client's most recent assessments • When identifying the best source to reference for client interventions, it is necessary that the behavior analyst reference the individual's most recent assessment results. All treatment, interventions, etc. must be related to the specific client and never used based on another client's treatment process.

Answer 342

Sitting or lying down • Sitting or lying down would be an appropriate alternative behavior to teach. It is necessary to always target an appropriate replacement behavior when there is a target behavior for decrease. The target behavior to decrease in this case is jumping on people, which is likely maintained by attention. The "more adoptable" behavior would be for the dog to sit or lie down when approached by potential families. Families would more likely approach the dog sitting or lying down than the dog that jumps at someone. In being more approachable to families by sitting or lying down, the dog has a greater chance of accessing the attention reinforcer

Answer 343

Attention being called to the undesired behavior • An unwanted side effect of response cost is attention being called to the undesired behavior. Response cost is a negative punishment procedure. When implemented, attention is called to the undesired behavior through the process of losing an appetitive stimulus (such as a token). A teacher would not become a conditioned negative reinforcer as that would mean the teacher would provide escape, not punishment. Decreasing aggression and/or undesired behavior slowly decreasing would be a wanted result of the procedure, not an unwanted side effect.

Answer 344

Monitor the client's progress and collect data on treatment integrity • Monitoring the client's progress and collecting treatment integrity data can help reveal areas in need of support. Ignoring outcomes or immediately making changes when programs aren't running as intended can often lead to other mistakes.

Answer 345

Fluency is related to how well someone performs a task, but it does not necessarily mean the individual is doing the same behavior when needed. EXAMPLE:

Answer 346

Treatment integrity • Treatment integrity would be an ideal method to measure how well staff are performing the necessary steps in a procedure.

Answer 347

Regularly review graphs on student-athlete attendance and make decisions based on the current trends in the data

Answer 348

The speech language pathologist • A speech-language pathologist could assist this kind of behavior. Behavior analyst's should collaborate with others who provide services to a client to help achieve outcomes. If a client needs assistance with achieving an outcome, such as echoing sounds, the behavior analyst should reach out and work with the individual on the client's team who has that expertise to help best serve the client's interests.

Answer 349

The babysitter who prepares the client's meals • The best person to help facilitate the feeding program is the babysitter who prepares the meals. The babysitter can help prepare meals that include less-preferred food for the program. Because the scenario focuses on an at-home lunchtime feeding program, a school lunch lady or the tutor that comes later in the day would not be appropriate answers. In addition, the client's sister does not provide food to the client or prepare the food.

Answer 350

Treatment drift is likely to occur • Infrequent contact with supervisees can create a supervision environment where more errors and less feedback occur. As a result, the supervisee may not maintain learned skills, and treatment drift will likely occur. Supervision observations are not directly linked to client reinforcement, off-task behavior, or performance improvements.

Answer 351

The feedback may not be timely enough to change their performance • Delays in feedback often miss the opportunity to contact the behavior. These delays may not have an effect on behavior due to extended temporal contiguity. It is unlikely that the feedback will punish the behavior, and due to the delay, it may not result in becoming aversive for the staff.

Answer 352

Includes group outcomes • Group outcomes are typically not good pinpoints. Group outcomes include performances that are not necessarily under the individual performer's control. All good pinpoints should state exactly the observable behavior that an individual should do, only including behavior under the performer's control.

Answer 353

Establish clear performance expectations • Making clear how frequently and what type of observations to conduct can help the supervisee know what is expected. Modifying consequences for behavior are a good idea after the individual knows what to do and how to do it. Before moving the individual to a new location or placing new consequences for behavior, it may be more efficient to ensure expectations have been communicated.

Answer 354

Direct observation of supervisee performance • Direct observation is an effective method of assessing performance. Although self-reports, interviews, and the individual's previous performances may be helpful pieces of information, the best method to assess current performance is to observe the performance and collect data directly.

Answer 355

Set pinpoints to measure supervisee behavior • Setting pinpoints is a great strategy when gathering performance data. Self-reports, final products, and interviews can all provide helpful information, but setting pinpoints is a more ideal strategy for collecting data on performance. Pinpoints allow us to observe and measure behavior as it occurs, whereas self-reports, final products, and interviews all rely on data gathered before or after the behavior has occurred.

Answer 356

Until the individuals meet mastery criterion • When training individuals in a new intervention, training should continue until mastery criteria have been met. Training programs should not be assumed never to stop or to be completed before a given date. Mastery criterion should be set that represents the completion of the desired goal and be represented by more than completing the task one time.

Answer 357

Provide opportunities for roleplay and practice • Roleplay and practice are good strategies to help ensure target behaviors are learned. Providing posters to prompt the correct behaviors and providing consequences, like reprimands or reinforcers, are best after the individual has demonstrated mastery of the behavior they are to perform.

Answer 358

Provide additional support using a behavioral skills training approach • The best strategy to help an individual master a new skill is to provide a BST program. Asking an individual to repeat a failed task or modifying the consequences for a task may not be helpful if they do not know how to carry out the task properly.

Answer 359

Explain why the supervisee is being observed • Supervisees will often be much more receptive to supervision if they are made aware of why they are being supervised. Publicly posting data, creating a group contingency, or only observing when employees are struggling can run the risk of creating an aversive situation and deteriorating an effective supervisor/supervisee relationship.

Answer 360

Detect potential problems earlier • Following up feedback with a check-in can help with identifying potential problems before they become an issue. Following up with feedback doesn't necessarily mean any behavior will be punished or reinforced. Following up would more likely lead to an improved supervisor/supervisee relationship rather than the deterioration.

Answer 361

Conduct a performance analysis • A performance analysis would be ideal in this situation to help identify the variables affecting job performance. Providing more supervision, job aids, or modifying consequences may not help to identify the variables associated with the performance problem. Instead, a performance analysis would be the best strategy to identify the relevant variables influencing performance.

Answer 362

The selection of solutions based on the function of behavior • Function-based strategies provide individualized solutions based on the function of the behavior. Although function-based solutions may use reinforcement procedures, collect data, and focus on observable behavior, what makes them function-based is the procedure is based on the function of the behavior in question.

Answer 363

Incentive systems, feedback, and self-monitoring are all examples of consequence-based interventions.

Answer 364

Task clarification • Task clarification is an example of an antecedent-based intervention.

Answer 365

Incentive system • Incentive systems are an example of a consequence-based intervention.

Answer 366

Task clarification, reducing task effort, and checklists are all examples of antecedent-based interventions.

Answer 367

Graphic display of the supervisee's behavior • Graphic display is the best way to evaluate data collected on the supervisee's performance. Surveys, self-reports, and graphic displays of the client's performance may be good secondary measures for the supervisee, but ideally, performance data would be on the individual performing.

Answer 368

The supervisee's repertoire • Supervisee repertoire is another best practice to evaluate the effects of supervision. Supervisory practices, such as training, feedback, and performance monitoring, all should influence supervisee performance. If supervisees are not expanding their repertoire, then that can be indicative of the low effectiveness of supervision. While client and/or stakeholder satisfaction could offer some insight into supervisory performance and effectiveness, it can be subject to other variables (e.g., interactions with center directors or other staff) and is not as direct of a measure as supervisee repertoire.

Answer 369

To know if the training had the desired effect on the behavior • The goal of supervision is to ensure the training provided had the desired effect on the supervisee's behavior. Identifying reinforcers for behavior is usually related to a preference assessment rather than supervision. Having a permanent record of performance and knowing the expectations are all outcomes of supervision, but not necessarilv the goal.

Answer 370

Directly observe the supervisee perform the intervention and record their accuracy • Direct observation is the best method to ensure a supervisee is implementing an intervention correctly. Stating or rewriting the steps of procedure and teaching are all different behaviors than performing the required task.

Answer 371

Rate of objectives or goals completed • The rate of objectives/goals completed can be a meaningful measurement of the effects of supervision. Effort and satisfaction are constructs that cannot be observed or measured. The performance of other supervisees may not reflect the effects of supervision for another individual. A more reflective measure of supervising effects would be the rate of completed objectives/goals.

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