Mixed Review Flashcards
(117 cards)
1
Q
Comes before a behavior
A
Antecedent
2
Q
Comes after a behavior
A
Consequence
3
Q
Behavioral assessment goal
A
To identify the function of the behavior
4
Q
Characteristics of ABA
A
Generality, effective, technological, analytical, applied, conceptually systematic, behavioral
5
Q
Explain by by what lies within itself. Eric is aggressive because Eric has an aggressive trait.
A
Explanatory fiction circular reasoning
6
Q
Assumption of science that says the simplest explanation of behavior should be provided all else being equal.
A
Parsimony
7
Q
Behavior or stimuli that can be observed by the person. These stimuli and behaviors must be explained by appealing to a history of environmental contingencies or biological processes.
A
Private events
8
Q
A chart that shows occurrences of behavior in a given time frame.
A
Scatter plot
9
Q
Philosophy of behavior that assumes that behavior is a function of past and current events as well as genetics.
A
Behaviorism
10
Q
Absence of a reinforcer for a period of time thereby making that event more effective as a reinforcer
A
Deprivation
11
Q
Entire constellation of stimuli that can affect a person (includes both internal and external)
A
Environment
12
Q
Fundamental characteristics of behavior
A
Temporal locus, temporal extent, repeatability
13
Q
A single instance of behavior
A
Response
14
Q
Decrease in responding due to the reduced effectiveness of the reinforcer because the person has received too much of it
A
Satiation
15
Q
Behavior to be changed
A
Target behavior
16
Q
Form or response
A
Topography
17
Q
Changing schedules,staffing, patterns, activities, diet, etc
A
Ecological changes
18
Q
Uncontrolled variables or events that influence the outcome of an experiment
A
Confounding or extraneous variables
19
Q
When an independent variable lawfully affects a dependent variable
A
Functional relation
20
Q
ABA characteristic that is scientifically based experimental designs used to assess the effectiveness of interventions under study (replicating, functional, occurrence/non-occurrence, present a stimulus and a response occurs, etc)
A
Analytic
21
Q
A measure of the change in behavior over time 10/min, 20/min doubling
A
Celeration
22
Q
ABA characteristic that focuses on behavior with social significance. (Enhance/improve people’s lives, social, language, academic, daily living, self care, vocational, recreational, and affects significant others)
A
Applied
23
Q
ABA characteristic where the results or functional relations will be observed if the experiment is changed in some way in different settings, behaviors, or persons. (Lasts over time, appears in environments other than where the interventions was applied, spreads to other behaviors, when changes in behavior occur in non-treatment settings)
A
Generality
24
Q
A reinforcer is produced by the behavior without the participation of other people. (Echolalia produces sounds that may maintain the behavior. It can be positive or negative reinforcement)
A
Automatic reinforcement
25
Assumption of science that behavior is lawful and orderly and is caused by some event).
Determinism
26
Behaviors measured on a graph
Dependent variable
27
Intervention or treatment measured on a graph
Independent variable
28
ABA characteristic where procedures are tied to the basic principles of behavior. (Improves behavior, procedures for changing behavior /how-why those procedures were effective/ should be described in terms of relevant principles)
Conceptually systematic
29
Explaining behavior by appealing to future, explained events (I am doing homework to graduate)
Teleology
30
ABA characteristic which provides written procedures to permit replication of techniques in other settings. (When all operative procedures are identified, a protocol, teacher does it, described with sufficient clarity and details that a reader has a fair chance of replicating it with same results)
Technological
31
Have same effects that MOs have but are due to a conditioning history.
CMOS
32
A conditioned reinforcer/punisher that decreases /increases the rate of behavior because it has been paired with another reinforcer/punisher
Conditioned reinforcer/punisher
33
Behavior that occurs because it has resulted from direct contact with contingencies
Contingency shaped behavior
34
Verbal behavior that specifies its reinforcer and is evoked by some EO (asking for something or commanding or demanding something)
Mand
35
Verbal behavior that is evoked by some non verbal environmental sense stimulus (labeling/naming)
Tact
36
A design in which criterion in reinforcement is systematically changed. Control is shown when changes in behavior shadow changes in criterion (graph)
Changing criterion design
37
Two events ovary. One may cause the second, the second may cause the first, or both may be caused by a third variable. Aka prediction
Correlation
38
Time between the beginning of a response and the end of a response
Duration
39
Number of times a behavior occurs
Frequency or count
40
Tendency of an observer’s recording to gradually change across time. It can be pinpointed to the time when an observers scores differ from those of a second observer. One cause (change in definition)
Observer drift
41
An energy change that affects an organism through its receptor cells
Stimulus
42
Examples of generative learning
Pivotal behaviors
| Behavior cusps
43
Provides immediate access to a new world which includes new environments, stimuli, and contingencies
Behavioral cusps
44
Makes modifications in untrained responses. The untrained response results in new reinforcement opportunities
Pivotal behaviors
45
Changes occur without formal training
Generalization
46
Momentary time sampling for groups
Placheck
47
Discontinuous measurements
Partial interval recording
Whole interval recording
Momentary time sampling
Placheck
48
Continuous measurements (also said to be definitions of behavioral measurements as in how behaviors are measured)
Repeatability
Temporal locus
Temporal extent
49
Variations of multiple baselines
```
Multi-element
Multiple baselines across settings
Multiple baselines across subjects
Multiple baselines across behaviors
Multiple probe design
Delayed multiple baseline design
Non-concurrent multiple baselines design
```
50
Researcher waits until participant’s behavior in one condition becomes fairly consistent from observation to observation before changing conditions
Steady state strategy
51
Three elements of baseline logic
Prediction
| Verification replication
52
“Dependent on” means
A function of
53
Arranging the setting to look like the generalization setting
Programming common stimuli
54
Reinforcing low rates (lower than preset criteria)
DRL
55
Reinforcing high rates (higher than preset criteria)
DRH
56
Measures of repeatability
Frequency/count
Rate
Celebration
57
Measures of temporal locus
Latency
| Inter-response time
58
Measurements of temporal extent
Duration
Duration per session
Duration per occurrence
59
7 strategies to promote generalization
CLEMING
1) common stimuli
2) loosely train
3) mediation
4) indescribable contingencies
5) negative teaching examples
6) general case analysis
7) multiple exemplars
60
Types of multiple baseline designs
Multiple baselines across settings
Multiple baselines across subjects
Multiple baselines across behaviors
61
Evokes some response but doesn’t resemble each other in physical form or shape
Arbitrary stimulus class
62
Attitude of science that infers behavior will remain same if nothing changes in the environment
Determinism
63
If A is true, then B is true. If B is true then A must be true. A label and reference.
Affirmation of the consequent
64
A higher level than correlation
Causation aka control
65
Maximum number of times I need to demonstrate verification in order to get replication
2
66
ABAB design
Withdrawal
67
Why would an ABA design or leaving a learner in baseline not be a good idea.
It’s unethical
68
What design is it when I am using an intervention on two opposite behaviors.
Reversal
69
Highest level of scientific rigor
Control
70
Does indirect assessment meet any level of scientific rigor.
No because there is no observation
71
Systematically and differentially reinforcing successive approximations to terminal behavior
Shaping
72
What is the end product of shaping.
A terminal behavior
73
Rates of responding across choices are distributed in proportions that match the rates of reinforcement received from each choice alternative. Behavior goes where reinforcement flows.
Matching law
74
A procedure for implementing time out in which the person is repositioned within an existing setting such that observation of ongoing activities remains, but access to reinforcement is lost.
Contingent observation time out
75
What are the 5 limitations of shaping.
1) shaping can be misapplied
2) it is time consuming
3) progress toward the terminal behavior is not always linear
4) requires constant monitoring
5) harmful behavior can be shaped
76
Contacting reinforcement without meeting the reinforcement requirements
Bootleg reinforcement
77
Exclusionary time out
1) time out room
2) hallway time out
3) partition time out
78
Non exclusionary time out
1) planned ignoring
2) withdrawal of a specific reinforcer
3) contingent observation
4) time out ribbon
79
Response cost
1) fines
| 2) bonus response cost
80
Desirable aspects of time out
1) ease of application
2) rapid suppression of behavior
3) acceptability
4) combined applications
81
Design that compares the effects of two or more conditions to baseline and/or to one another; letters D, C and so on
Multiple treatments reversal design
82
Repeatability
1) frequency/count
2) rate
3) celeration
83
Temporal locus
1) response latency
| 2) IRT
84
Temporal extent
1) duration
2) duration per session
3) duration per occurrence
4) combining count and duration
85
Is used to identify the type/source of reinforcement for challenging behaviors as the basis for intervention efforts designed to decrease the occurrence of those behaviors
FBA
86
```
Produces own reinforcement
Thumb sucking
Only after social reinforcers have been ruled out
Occurs when individual is alone
Non social
```
Automatic positive reinforcement
87
Aversive stimulus
Non social
Painful or uncomfortable
MO makes termination reinforcing
Behaviors that terminate aversive stimulation maintained by negative reinforcement that is outcome of automatic outcome of the response
Some forms of SIB distract from other sources of pain which account for a medical condition
Automatic negative reinforcement
88
Parts of FBA
1) functional experimental analysis
2) descriptive assessment
3) indirect assessment
89
Descriptive assessment components
1) direct observations
| 2) ABC data
90
Indirect assessment components
1) interviews
| 2) questionnaires
91
Used because they allow the behavior analyst to better control the environmental variables that may be related to the behavior that can be accomplished in the naturally occurring situations
Analog conditions
92
Functional analysis conditions
1) contingent (escape alone)
2) control (low, reinforcement freely available, no demands
3) demand
93
FBA method that provides the most precise information regarding the function. Of a client’s behavior
Functional analysis
94
IOA should be obtained for a minimum of ...% of a study’s session but ideally between ...% and ...% of sessions.
20, 25, 33
95
IOA assessed for higher or lower % of sessions than studies of data obtained by permanent product.
Higher
96
For behaviors that occur at relatively ... rates unescorted interval IOA provides a more stringent assessment of inter observer agreement than interval by interval IOA
High
97
Use unescorted IOA agreement for behaviors that occur at frequencies of ... or more
70%
98
Contingency contract
1) aka behavioral contract
2) relationship between completing a specie degree behavior and access to or delivery of a specified reward presented in a contract
3) rule governance
4) needs a history of reinforcement
5) useful in homes, clinics, and classrooms
6) leads to self management, self contract etc
7) self contract - a contingency contract a person makes with self incorporating a self select task and reward; personal moderation of completion of and self evaluation
8) include significant others
9) gives sense of independence choices and rules
10) involve client in development, implementation, and evaluation
11) active participation of client throughout
12) hold a meeting
13) fill out list a, b, and c
14) be fair, clear and honest (reward delivered at the time and in the amount specified)
15) build in several layers of rewards
16) teach fidelity
17) can include bonus rewards too best daily, weekly, and monthly
18) you can build in layers
19) cumulative record
20) display contract in visible place for all to see
21) a way to gain compliance
22) terminate contract once independence and proficient performance are achieved
23) it’s the means to an end result, not the end result
24) terminate when one or both parties do not live up to terms of contract
99
Evoke behavior due to past correlation with increased availability of reinforcement
EOs
100
Increase current frequency of behavior when an effective reinforcer is not available
MOs
101
Behavior that is under control of verbal (spoken or written) descriptions of behavior -> consequence relationships. The individual need not have experienced the contingency but only the verbal description of the behavior. See also intensity to reinforcement
Rule governed behavior
102
How important or noticeable a stimulus is in the environment. May also refer to relevant stimulus features.
Salience
103
Statement of the ratio of responses to reinforcers. Can be continuous or intermittent. If intermittent can be fixed or interval.
Schedule of reinforcement
104
All members of the group must meet criterion before any member receives the consequence. All or none
Interdependent group contingency
105
Group contingency where contingency is presented to all members but earned by only those who meet the criterion.
Independent group contingency
106
Group contingency where the reward for the whole group is based on the performance of either an individual or collection of individuals within the group. AKA hero procedure
Dependent group contingency
107
Extent to which the results of a given experiment are valid (can be generalized to) for other people or conditions. If a particular treatment is effective for one child will it be effective for others. Often determined by replication of the experiment.
External validity
108
A rule that describes (how) a (and why) contingency of reinforcement those environmental arrangements that determine conditions by which behaviors will produce reinforcement
Schedules of reinforcement
109
Pattern of responding associated with fixed interval schedules of reinforcement. Lack of responding following reinforcement (rate accelerates as time of reinforcement approaches) I.e waiting until second week of April to work on taxes, waiting until night before exam to study.
Scallop
110
Group of responses that serve the same function but may or may not have the same topography. Turn off light: flick finger, palm of hand, lean on it, axe kick.
Response class
111
Aka reversal design
Withdrawal design
| Internal validity
112
Definitional measures
Topography
| Magnitude
113
Fundamental measures
```
Frequency
Rate
Duration
Response latency
Inter response time
```
114
Derived measures
Percentage
| Trials to criterion
115
Tally of number of occurrences of behavior
Count frequency
116
Number of responses per unit of time
Rate
117
Any operant whose response rate is controlled by a given opportunity to emit the response
Discrete trials
