Measurement (10)

Question 1

This explains what?

Before the session, look over data sheets to see what you are targeting this session. Risky behavior like
elopement and running into traffic take precedence. Know how to run procedures. Have materials ready
to go e.g. tablet/phone charged up, flashcards ready, reinforcers on hand, and devices like
counters/timers.

Answer 1

A-1 Prepare for data collection.

Question 2

Continuous measurement is when…

Answer 2

you record every behavior occurrence.

Question 3

Continuous measurement includes:

Answer 3

frequency, rate, duration,
latency, and interresponse time or IRT.

Question 4

What is IRT?

Answer 4

Interresponse Time

Time between two successive responses e.g. sips of juice, bites of food

Question 5

What type of measurement recording is this?

Every time a behavior occurs, you mark.

Answer 5

Frequency (count)

Question 6

What type of measurement recording is this?

Behavior occurs
per time, useful if sessions vary in time.

Answer 6

Rate

Question 7

What type of measurement recording is this?

Total extent of time in which a behavior occurs, must have obvious beginning and end.

Answer 7

Duration

Question 8

What type of measurement recording is this?

How long it takes a child to follow an instruction (more generally, time from onset of stimulus to
the initiation of a response)

Answer 8

Latency

Question 9

discontinuous measurement procedures

Answer 9

partial & whole interval, momentary time sampling

Question 10

Discontinuous Measurement is AKA…

Answer 10

Interval recording

Split a session into intervals. E.g 1 hhr break into 6, 10 min interval

Question 11

Momentary time sampling:

Answer 11

Measure behavior occurring at specific point in time, useful when observing
multiple subjects at the same time.

Question 12

Partial Interval:

Answer 12

Did the behavior occur at all during interval? Used to decrease a behavior.

Question 13

Whole Interval:

Answer 13

Did the behavior occur during the whole interval? Used to increase a behavior.

Question 14

Permanent product:

Answer 14

Measuring the effects of a behavior after it occurred. It leaves a permanent product.
You can physically see it, like holes in the wall they punch the wall or a completed homework assignment.

Question 15

A-5 Enter data and update graphs.

Collect Discrete Trial data on a Discrete Trial Data Sheet and put data on a Summary Graph.

What schedule of data entry is this?

Answer 15

Daily Entry

Question 16

A-5 Enter data and update graphs.

Place data on Data Per Month data sheet.

What schedule of data entry is this?

Question 17

What is being defined?

Describe behavior and environment in observable and
measurable terms.

Define a behavior in observable terms and as specific as possible. That way if two
different therapists use your definition, they will measure the same amount of instances. You know you
have a good definition if two people have a very similar amount of instances recorded while they measure
independently, this is called interobserver agreement (IOA).

Answer 17

Operational definition

Question 18

What is IOA?

Answer 18

if two people have a very similar amount of instances recorded while they measure
independently, this is called interobserver agreement.

Question 19

Fill in the blank.

are done to find objects and activities for which the learner has a higher

Answer 19

are done to find objects and activities for which the learner has a higher
preference.

Question 20

______ are something presented after a behavior which makes that behavior
more likely in the future,

Answer 20

Reinforcers

Question 21

When is a preferred object/activity considered an official reinforcer?

Answer 21

after it has been proven to make the behavior more likely.

Question 22

3 ways to do a preference assessment:

Answer 22

Asking, free operant, and trial based.

Question 23

Describe this type of preference assessment

Ask

Answer 23

Ask person or significant others to name things they prefer or giving them a survey to rank in order of
preference.

Pretask choice: ask them what they want as a reward for completing a task.

Question 24

What is this type of assessment and describe the nature of it

Free Operant:

Answer 24

They are free to do whatever they want, you just observe and measure how much time a
learner engages with an item and which items they engage with.

Good in situations where removing items causes problem behaviors, if they are not able to communicate a preference when given a choice, or if you are assessing for reinforcers you cannot hold in your hand.

Question 25

Two ways to do free operant:

Answer 25

Naturalistic vs Contrived

Question 26

# Which one of the two types of free operant assessments is this? when you let them roam free in their natural environment.

Answer 26

Naturalistic

Question 27

# Which one of the two types of free operant assessments is this? plant different items within view, and easily accessible to learner, measuring how much time they engage with each.

Answer 27

Contrived

Question 28

# Fill in the blank A ........ ......... free operant assessment is when you present stimuli in trials. | There’s 3 different ways to present the stimuli in trials ## Footnote (Stimuli are anything you can experience with your senses, in this case, the stimuli are possible reinforcers you are presenting)

Answer 28

Trial Based

Question 29

There’s 3 different ways to present the stimuli in trials, they are ....

Answer 29

Single stimulus (successive choice) Paired stimuli (forced choice) Multiple stimuli w/ or w/o replacement

Question 30

Multiple stimuli w/ wo replacement:

Answer 30

Like paired stimuli but you use multiple stimuli instead, so 3 or more at a time.

Question 31

What does Multiple stimuli **with** replacement look like in a trial based preference assessment?

Answer 31

replaces unwanted items and keeps the same amount in the array including chosen item

Question 32

What does Multiple stimuli **with OUT** replacement look like in a trial based preference assessment?

Answer 32

you remove the chosen item, then rearrange the remaining items thus reducing the array

Question 33

What do you perform after preference assesments are completed and perferred stimuli are determined?

Answer 33

reinforcer assessment

Question 34

What is a reinforcer assessment?

Answer 34

A reinforcer assessment is one which takes the preferred stimuli and presents them after desired behavior to see how effective and strong a reinforcer is.

Question 35

# Fill in the blank. ........ are the process gathering info.

Answer 35

Assessments ## Footnote In ABA, assessments can be used to determine preferences, assess skills in repertoire, and to measure progress over time.

Question 36

An RBT’s role during an assessment looks like...

Answer 36

assisting with the assessment by helping collect data, conducting the assessment alongside their supervisor, trialing new tasks (probing), and communicating progress made during sessions to their supervisor.

Question 37

An RBT’s role during an assessment looks like...

Answer 37

assist with the assessment by helping collect data, conducting the assessment alongside their supervisor, trialing new tasks (probing), and communicating progress made during sessions to their supervisor.

Question 38

attention/social positive, tangible, escape/avoidance, and automatic are all categories of a behavior's

Answer 38

purpose/**function**.

Question 39

# How is this behavioral function maintained? Behavioral Function - Attention/Social positive

Answer 39

Maintained by attention of any type.

Question 40

# How is this behavioral function maintained? Behavioral Function - Tangible

Answer 40

Maintained by getting objects like toys or food. Think of things you can tangibly hold.

Question 41

Behavioral Function - Escape/avoidance

Answer 41

Maintained by escaping or avoiding a situation.

Question 42

Behavioral Function - Automatic

Answer 42

Maintained by sensory. Automatic positive would be adding a pleasurable sensation, such as humming, whereas automatic negative would be removing an aversive sensation, such as overstimulating loud noises

Question 43

functional behavior assessment

Answer 43

Used to figure the function of behavior. ## Footnote (There are 3 different kinds of assessments for finding behavioral function)

Question 44

# Explain this type of functional behavior assessment. Indirect assessment is... ## Footnote (1/3 types)

Answer 44

interviewing or giving questionnaires to individuals familiar with the learner.

Question 45

# Explain this type of functional behavior assessment. Direct/descriptive assessment is... ## Footnote (2/3 types)

Answer 45

observing behavior in the natural environment and not manipulating.

Question 46

# Explain this type of functional behavior assessment. Functional/experimental analysis is... ## Footnote (3/3 types)

Answer 46

manipulating environment by arranging antecedents and consequences to determine function.

Question 47

Once a problem behavior's function is determined, you should....

Answer 47

find a more acceptable alternative behavior which serves the same function as the problem behavior

Question 48

Choose skill, describe skill, and choose data collection are the essential components of ...?

Answer 48

A written Skill Acquistion Plan

Question 49

# Fill in the blank. When ............ ... ...... to target, it must be socially significant (contributes to quality of daily life by being socially relevant, age appropriate, or by increasing access to their environment making them more independent). | Which component of a written Skill Acquisition Plan is this describing?

Answer 49

Choosing a skill

Question 50

# Fill in the blank. After choosing skill, you must ......... ..... and what proficiency/mastery of skill looks like. | Which component of a written Skill Acquisition Plan is this?

Answer 50

Describe skill

Question 51

# Which component of a written Skill Acquisition Plan is this describing? Once skill is described, you will ........... ......... ...................procedures including what materials will be needed, what type of prompts AKA hints will be used, how you will reinforce, and the plan for maintenance after the skill has been mastered.

Answer 51

Choose data collection

Question 52

Data taken before intervention is known as ....

Answer 52

Baseline data. | This data is taken AFTER the skill acquisition plan is drafted.

Question 53

What is ABA built on and driven by?

Answer 53

DATA ## Footnote One key thing to remember is that behavior analysis is data driven, so if the skill acquisition plan is not working, you must modify it to increase its effectiveness.

Question 54

Reinforcement is what?

Answer 54

any stimulus presented after a behavior that increases the likelihood of the behavior occurring in the future.

Question 55

When using a reinforcer, you must present it *when* in correspondance to a behavior?

Answer 55

IMMEDIATELY ## Footnote The effectiveness of a reinforcer drops dramatically, the longer you wait.

Question 56

# Explain the following term. Primary reinforcement is also known as *Unconditioned* reinforcement because ...

Answer 56

it does not need to be learned d/t primal origination. ## Footnote these are those primal (primary), inherent forms of reinforcement like food, water, and sex.

Question 57

Secondary reinforcement, or aka *Conditioned* reinforcement is ....

Answer 57

reinforcement that's value must be learned. ## Footnote So it starts as a neutral stimulus that does not affect behavior and gets associated with an established reinforcer AKA conditioning, and now has the power to increase behavior frequency.

Question 58

# Fill in the blanks. Reinforcement is presented in *two* types of schedules ........... and .......... .

Answer 58

Continuous and Intermittent.

Question 59

# How does this reinforcement schedule work? **C**ontinuous **R**einforcement or **CR** is...

Answer 59

when you reinforce after every instance of behavior. good for when first teaching a behavior. | This is good for when first teaching a behavior.

Question 60

In the real world (or a naturalistic setting) CR schedules do not apply, and for that there is .............. ................. .

Answer 60

intermittent reinforcement

Question 61

What are **FR**, **VR**, **FI**, and **VI** all examples of?

Answer 61

4 types of intermittent reinforcement schedules.

Question 62

# Define this type of intermittent reinforcement schedule **F**ixed **R**atio or **FR**

Answer 62

Reinforcement is provided in a ratio of *one* to the *fixed number* of responses. | For example an FR3 is reinforced at every 3 responses.

Question 63

# Define this type of intermittent reinforcement schedule **V**ariable **R**atio or **VR**

Answer 63

Like FR but based on an average of how many responses are needed to get reinforcement. ## Footnote For example: If they are reinforced after 3 responses, then 2, then 4, the average of those are 3. This would then be considered a VR3 schedule.

Question 64

# Define this type of intermittent reinforcement schedule **F**ixed **I**nterval or **FI**

Answer 64

requires a fixed amount of time must elapse before the reinforcer is available again. ## Footnote For example: an FI2 would require 2 minutes to elapse before the reinforcer becomes available again,

Question 65

**V**ariable **I**nterval or **VI**

Answer 65

Like FI except it is an average of how much time must elapse before reinforcement is available again. ## Footnote For example: If you study around 2 hours a day and reinforce for non-stop studying at 25 minutes, then 30, then 25, then 40, the average amount of time is 30 minutes, therefore your schedule would be VI 30-m.

Question 66

Which type of trial would be presented with the same instruction repeatedly, over and over again, in DTT?

Answer 66

**M**ass **T**rials or **MT** ## Footnote reserved for children that need the extra help

Question 67

When people say "MT or Mass Trials" they are usually referring to mass trials without distractors. However, if they are implemented *with* distractors, they are then considered what?

Answer 67

Distractor trials

Question 68

Mixed Trials

Answer 68

when you ask the learner something different in every trial, this is important so that the learner can learn to discriminate between the different SDs. ## Footnote very typical for DTT settings

Question 69

Random Rotation

Answer 69

Similar to a distractor trail except they have already mastered the distractors, so you can switch up the SDs and ask them about any of the flashcards on the table. ## Footnote For example: they already know what a car, plane, and helicopter are and you can ask “touch car, point to plane, which one is a helicopter”