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Psy 318 > PRAISE Behavior > Flashcards

PRAISE Behavior Flashcards

1
Q

what does ABA stand for

A

Applied behavior analysis

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2
Q

Primary goals of behavior analysis are to (2)

A
  • identify the variables that control & support behavior
    • be able to use that to help improve the lives of ppl we support by using those variables to increase learning on skill areas and decrease problem behaviors
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3
Q

behavior is defined as …(2)

A

any muscular, glandular or neurolectrical activity

-essentially everything we do is behavior

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4
Q

only things not considered a behavior

A

things a dead man can do

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5
Q

A-B-C contigency (3)

A
  • antecedent
  • behavior
  • consequence
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6
Q

how to write out A-B-C relationship

A

A; B->C

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7
Q

variables have ____ and ppl have ____

A

relations; relationships

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8
Q

the behavior is

A

the specific action of interest

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9
Q

consequence

A

the environmental change caused by the behavior

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10
Q

types of antecedent variables (2)

A
  • Discriminative stimulus

- Motivation Operation

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11
Q

Discriminative Stimulus (SD) (3)

A
  • the SD delivered as an instruction
  • set up as an if-then instruction
  • sets the occasion for the behavior to occur and lets the learner know that a reinforcer is avaialble
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12
Q

Motivating operation (2)

A

it changes the value of a particular outcome

-makes an outcome more or less desirable

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13
Q

Before condition

A

the state of opposites; the starting condition or state being different from the ending result

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14
Q

Name MO, Before Condition and SD in cookie example

A

MO: person is hungry
SD: cookie is present
Before Condition: no cookie present

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15
Q

reinforcer is used to… (2)

A
  • increase a behavior

- once targeted behavior is occurring consistently you can scale back on distribution of reinforcer

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16
Q

set up for reinforcers

A

set them up in advance

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17
Q

4 basic types of contigencies

A

-reinforcement, punisment, penalty, escape

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18
Q

Reinforcement in relation to reinforcer or aversive condition (3)

A
  • add reinforcer
  • posiitive reinforcement
  • increases behavior
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19
Q

Punishment in relation to reinforcer or aversive condition (3)

A
  • add an aversive condition
  • positive punishment
  • decreases behavior
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20
Q

Penalty in relation to reinforcer or aversive condition (3)

A
  • remove a reinforcer
  • negative punishment
  • decreases behavior
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21
Q

Escape in relation to reinforcer or aversive condition (3)

A
  • remove an aversive condition contingent on behavior
  • increase behavior
  • aka negative reinforcement
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22
Q

Punishment definition

A

the immediate response contingent presentation of an aversion condition which results in a decreased frequency of the response

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23
Q

penalty definition

A

the immediate response contigent removal of a reinforcer resulting in a decreased frequency of the response

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24
Q

Escape

A

-the immediate response contingent removal of an aversive condition resulting in an increased frequency of the response

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25
Q

4 basic functions of behavior

A

attention, escape, access (to tangibles), self-stimulatory

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26
Q

Access maintained behavior

A

-having access to a tangible object

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27
Q

self stim behavior

A
  • positive reinforcement contigency

- behavior maintained by sensory outcome produced by the behavior

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28
Q

interventions are always…

A

going to be function based

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29
Q

purpose of function

A

to know why a behavior is occuring

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30
Q

attention maintained behavior

what type of contigency

A

positive reinforcement contingency

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31
Q

function refers to…

A

the behavior that causes a change in the environment

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32
Q

topography refers to (2)

A

what the behavior looks like or how it would be described

ie what a behavior looks like

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33
Q

types of proactive plans for avoidance/escape (4)

A

priming, choice, positive reinforcement, tokens

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34
Q

types of proactive plans for access maintained behavior (3)

A

teach them to id when the item/activity is available, functional communication training, use the item as a reinforcer for behavior

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35
Q

types of proactive plans for attention maintained behavior

A

provide positive attention frequently and make it clear that good behaivor results in quality attention

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36
Q

types of proactive plans for self stimulatory maintained behavior (2)

A

if you know certain items trigger the behavior, integrate activities that are incompatiive with the behavior

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37
Q

key to reactive plans

A

remember the maintaining function and do not provide it!!!

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38
Q

types of reactive plans for avoidance/escape (2)

A
  • Follow through with the task!

- do not allow them to avoid or escape the task

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39
Q

types of reactive plans for access maintained behavior (2)

A
  • dont give in to them

- only give it to them when appropriate behavior is occuring and the item is available for them

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40
Q

types of reactive plans for attention mained behavior (3)

A
  • withhold attention
  • even scolding or verbal correction can be enough attention to maintain a behavior sometimes
  • keep your cool and dont engage until appropriate behavior is occuring
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41
Q

behavior reduction

A

extinction

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42
Q

types of reactive plans for self stim maintained behaviors

A

redirect to an appropropriate behavior that is incompatible with the self-stim behavior

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43
Q

premack principle

A

requires an individual to first engage in a less desirable behavior in order to then be able to engage in a more desirable behavior

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44
Q

DRO

A

differential reinforcement of other behavior

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45
Q

DRO function

A
  • decrease behavior
  • reinforcing all the other behaviors besides the undesired one
  • can engage in anything
  • if engage in problem behavior will no longer receive the reinforcer at the end
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46
Q

Types of differential reinforcement (3)

A
  • DRO
  • DRA
  • DRI
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47
Q

DRA what it stands for

A

-differential reinforcement of alternative behavior

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48
Q

DRI what it stands for

A

-differential reinforcememnt of an incompatible behavior

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49
Q

DRA (2)

A
  • is a reinforcement contigency

- ie child signs for toys instead of screaming, as a result they get toys

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50
Q

DRI

A

-if having yelling maintained by getting toys, have them ask nicely and they are reinfoced

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51
Q

follow through will (2)

A
  • increase your child’s compliance

- decrease your child’s inappropriate bheavior

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52
Q

behavior momentum

A

method used to gain compliance to difficult or non-preferred tasks by breaking it down into smaller tasks and building up towards harder ones

53
Q

visual schedule

A

-takes the sequence of events put on icons that shows what the day will look like

54
Q

visual schedules allow for…

A
  • nonverbal redirection to be possible

- child to choose the order of events

55
Q

to make sure a reinforcer is effective: (4)

A
  • is this something they’ve engaged with b4
  • does it seem to have value to them right now
  • has there been restricted enough access to maintain the items effectiveness
  • is the size of the item comparable to the efforts youre asking of them
56
Q

when was autism first id

A

in 1943 by Leo Canner

57
Q

when was autism first id

A

in 1943 by Leo Canner

58
Q

how many children currently have autism

A

1 in 68

59
Q

difference in rate of autism between sexes (2)

A

almost 5x more common in boys; 1 in 42

1 in 189 in girls

60
Q

1 in 6 children

A

has had a developmental disability between 2006, 2008; wide range of disabilites

61
Q

autism is diagnosed

A

behaviorally

62
Q

cause for autism

A

there is no identified cause for autism

63
Q

red flags when diagnosing for autism (8)

A
  • no babbling or cooing by 12 months
  • no gesturing by 12 months
  • no single words by 16 months
  • no two word phrases by 2 years old
  • loss of language or social skills by 3 yrs old
  • no social referencing
  • lining up toys
  • lack of eye contact
64
Q

what are the three core areas of autism

A

-socialization
-communication
stereotypical/repetitive behavior

65
Q

to get a diagnosis of autism, need

A

a 33% deficit across all three areas or a 50% deficit in 2 areas

66
Q

diff between autism and Asperger’s

autism

A

autism:

w/o language, engages in self stim behavior throughout day goes across to person with Asperger’s

67
Q

diff between autism and Asperger’s

Asperger’s

A

poor social skills, not making appropriate eye contact, not picking up on body language/ social ques, talking about a topic for too long,

68
Q

individual with autism

A

wants to isolate

69
Q

individaul with Asperger’s (2)

A

wants to socialize and hang out with others but dont know how to change and fit in better
-will be drawn either to individuals much older or much younger

70
Q

echolalia

A

repeating what was said to them

71
Q

behaviors we will be working on

A

excesses and deficits

72
Q

prompting hierarchy

A
  1. verbal
  2. gestural
  3. partial physical
  4. full physical
73
Q

prompting strategies go from (2)

A

most intrusive to least intrusive hierarchy

error-less learning

74
Q

program involves

A

performing three different actions

75
Q

training errors (2)

A
  • location bias

- reinforcing a scrolled response

76
Q

listener behavior

A

when given verbal instruction and then physically follow through with that response

77
Q

speaker behavior

A

use words to engage with environment

78
Q

types of language are…

A

broken down by function

79
Q

mand (2)

A
  • a request

- usually one of 1st verbal operants to emerge

80
Q

what is a tact (2)

A
  • tact is any way you’re contacting or labeling what is coming into your environment.
  • The outcomes are the social approvals given by others
81
Q

what is an echoic (3)

A
  • occurs when an individual echoes what they heard
  • a reinforcer is the match and sameness between the response and the SD
    • the closer the words sound the more reinforcing it is for the learner
82
Q

intraverbal program (2)

A
  • conversational behaviors

- its a back and forth conversation

83
Q

What does LRFFC stand for

A

Listener Responding by Feature Function and Class

84
Q

What does LRFFC entail

A

-indivudal listens to the prompt or question and has to sort out by the feature, function or class and respond appropriately

85
Q

Imitation program

A
  • you provide an action model and have the learner physically imitate your action
  • the SD for imitation is always going to be “do this” or [name first] and that they need to engage in a specific response
86
Q

types of imitation (4)

A
  • fine motor imitation
  • gross motor imitation
  • oral motor imitation
  • echoics
87
Q

fine motor imitation

A

-any action that requires them to use fine motor skills [hands]

88
Q

gross motor imitation

A

using large skeletal muscles

89
Q

oral motor imation

A

using face and mouth to physically imitate

90
Q

shaping

chaining

A

breaking a task down into all the component responses until have the whole skill acquired

91
Q

types of chaining (3)

A
  • forward chaining
  • backwards chaining
  • total task presentation
92
Q

forward chaining (2)

A
  • teach the first step in the process and they’re off the hook for the rest
  • progressively have them do all the steps once the prior step is mastered
93
Q

backwards chaining (2)

A

the learner does the last step in the process and you complete all the prior step up until that point
-progressively work towards them mastering each step up until the point where they can fully complete the task on their own

94
Q

total task presentation (2)

A
  • show the learner all the steps at once

- have them complete all parts of the task at once

95
Q

discrimination training

A

-reinforce or punish a particular response in the presence of one stimulus in one setting and the opposite in another

96
Q

example of discrimination training

A

-if child is self-entertaining, normally they dont get a token for that but if self entertain in presence of mom on the phone, they get a reinforcer

97
Q

token economy is a system that allows an indivudal to…

A

learn generalized reinfrocers

98
Q

token economies can be used for…

A

-skill building programs and skill reduction(behavior reduction) programs

99
Q

We will be using what type of approach

A

a DTT approach

100
Q

DTT approach

reinforcer

A

-can use any type of reinforcer

101
Q

definition of a discrete trial

A

an opportunity for a response, the response, feedback on the correctness of that response and an inter-trial interval

102
Q

a discrete trial is what type of contingency

A

A; B->C

103
Q

what does it mean to use mixed trials (3)

A
  • rotating through diff types of SDs
  • will imporve stimulus control
  • training in isolation
104
Q

using mixed trial training requires

A

the child to listen to hat you’re saying in order to deliver the correct response

105
Q

traning in isolation (3)

A
  • use multiple exemplars across trials
  • use multiple comparisons within each trial
  • will not ‘confuse’ the learner
106
Q

training in isolation

use multiple comparisons within each trial (4)

A
  • At least 3
  • 1 stimulus does not require discrimination
  • 2 stimuli could result in ‘passing’ score via chance
  • 3 stimuli provides reasonable assurance that the learner is in fact making discriminated responding
107
Q

easy training errors instructors make (4)

A
  • shaping location bias
  • reinforcing scrolled responses
  • renforcing response the learner wasnt attending when emitted
  • deliver the SD w/o getting the child’s attention
108
Q

types of verbal behavior (3)

A
  • behavioral analysis of language
  • speaker behavior
  • listener behavior
109
Q

verbal operants

A
  • mand
  • tact
  • echoic
  • interaverbal
110
Q

what is scroling

A

when a learner responds to a prompt by linking a sequence of behaviors

111
Q

describe listener responding (2)

A

behaviors that are prompted by a verbal stimulus

-the individual is listening and responding to what they’re being asked to do

112
Q

what would the SD be for listener responding

A

verbal stimulus: “show me”, “point to”

113
Q

what would the SD be for imitation

A

“do this” followed by action model

114
Q

describe a token economy (2)

A

learner receives generalized reinforcers, saves them up and can later cash them in for a variety of back up reinforcers
-allows for a range of small to large cash ins

115
Q

shaping behavior

A

reinforcing progressive approximations and putting previous approximations on extinction

116
Q

Types of approaches that are scientifically based methods (2)

A

DTT (discrete trial training)

PRT

117
Q

how often do you graph data?

A

daily

118
Q

red dot procedure

A

if any precedures arent being mastered how they should be

119
Q

Red dot criteria (2)

A
  • 5 data points at 50% or below

- 20 data points without a phase change

120
Q

what are the codes to use if a data point isn’t being entered?

A
  • IV: ran out of time
  • TR: training
  • T: tantrum
  • O: outing
  • Other: (specify)
121
Q

In session notes include

A

any reinforcers used, any problems, how they were addtessed

122
Q

how to avoid a win stay/ lose shift error

A

using mixed trial and make sure youre asking for each one an equal amount of times

123
Q

side bias

A

ask for items from a specific location more often and it ends up shaping that location and controlling how the learner responds

124
Q

mastery criterion

A

-80% for 3 or 90% for 2

125
Q

what is win stay/ lose shift

A

error that occurs due to lack of discrimination. The child will either repeat the last response because it was correct or will shift to a different response because their previous one was incorrect; they will begin scrolling

126
Q

how do you know if the kid youre working with has a side biase

A

they will point to the same area regardless of what was asked

127
Q

how is a side bias/ position bias corrected

A

mixing the placement of items and making sure that items occur in different locations an equal amount of times

128
Q

what is behavioral momentum

A

a strateg that involves asking a child to perform tasks that are easy for them before asking them to perfrom tasks that are more challenging for them

Psy 318 (2 decks)

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