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BCBA Test > Section I > Flashcards

Section I Flashcards

(63 cards)

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1
Q

Hypothetical construct

A

an unobserved process or entity assumed to be present (conscience)

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2
Q

circular reasoning

A

faulty logic where the effect that is observed is mistaken as the cause

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3
Q

explanatory fiction

A

a fictional variable that is used to explain behavior (tim behaves well, he follows his conscience)

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4
Q

Preliminary assessment

A

First step of FBA. 1. review records, determine the reason for the referral, medical reason, do you have experience, prep for assessment.

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5
Q

indirect assessment

A

2nd step of FBA. Goals to gather info from those who have observed the behavior.
interviews, questionnaires, behavior rating scales. (fast, qabf)

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6
Q

direct assessment

A

3rd step of FBA, Goal is to hypothesized function of the behavior. observations, and data collection

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7
Q

experimental manipulation

A

4th step of FBA. Goal determine the function of the behavior based on experimental conditions. not required, create conditions to test for function. alone demand attention play tangibles

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8
Q

Progressive schedule reinforcer assessment

A

the response requirement for reinforcement is gradually increased independently of the individuals behavior. this continues until responding stops and breaking point is identified

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9
Q

concurrent schedule reinforcer assessment

A

two or more potential reinforcers are presented simultaneously for different behaviors to see which has a greater effect responding

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10
Q

multiple schedule reinforcer assessment

A

one potential reinforcer is presented contingent on a single behavior in one condition and non contingently in a second condition. an SD indicated which schedule is in effect.

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11
Q

interrupting or discontinuing services

A

we work in best interests of client or supervisee. make reasonable and timely efforts for ABA services in the event of unplanned interruptions like illness, impairment and so on. appropraite and orderly resolution when the relationship ends. Discontinuation can only occur when efforts to transition have been made. 1. no longer need services, not benefiting from services, being harmed, when the client requests discontinuation

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12
Q

discontinuing behavior

A

explain why there is a change, or goal has been met.

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13
Q

supervision: obligation to the client

A

socially valid treatment and bx change, receive high quality services, improvement in skills.

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14
Q

supervision: obligation to the supervisee

A

develop and maintain: ethical and behavior analytic repertoires. Provide supervisee with guidance related to; behavioral case, problem solving, decision making, personal skill development

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15
Q

important parts of supervision: communication and expectations

A

prior to supervision provide a clear written description of: purpose, requirements, evaluation criteria, conditions and terms, performance expectation for both parties.

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16
Q

important parts of supervision: observations and supervision

A

methods: in-vivo, video, web-based/computer assisted
purpose: review written materials produced by supervisee, performance feedback, provide support

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17
Q

delivering feedback

A

timely/immediate, corrective feedback, positive feedback behavior specific praise.

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18
Q

corrective feedback

A

empathetic statement, description of ineffective performance, rationale, modeling, opportunities to practice

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19
Q

reinforcement

A

design reinforcement systems, evaluate the contingencies governing the desired behavior

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20
Q

designing effective supervision and training

A

behavior analytic, effective, ethically designed, meet predetermined requirements

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21
Q

supervision: 6 steps to performance and competency based staff training.

A
  1. provide rationale. 2. provide written summary of skills to be trained (checklist). 3. describe target skills (written review) 4. demonstrate target skills (role play by trainer) 5. trainee practice with feedback. 6. continue steps 3-5 until competency observed.
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22
Q

ways to reduce staff reactivity to formal monitoring

A
  1. monitor frequency and overtly. 2. begin monitoring immediately when you enter the workplace. 3. after first visit, go back unexpectedly for returned monitoring sessions. 4. make monitoring schedule unpredictable.
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23
Q

supervision effectiveness

A

client: objective measures of behavior and progress, client and caregiver satisfaction, observations of behavior change.
supervisee: direct observation, supervisee satisfaction, progress on goals. supervisor performance: measurable performance, peer or mentor observation, self evaluation

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24
Q

behavior definitions

A

measurable and observable not assumptions, mentalistic terms, subjective terms.

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25
prioritizing target behaviors
1. list potential target behaviors, involve caregivers, client and significant individuals. 2. rank potential target behaviors.
26
Priority matrix for target behaviors
1. does the behavior pose danger to the client or others. how many opportunities will the individual have to use this skill? 2. how often does the target behavior occur. 3. how long has this problem behavior or skill deficit impacted the individual quality of life. 4. will changing this behavior result in increase opportunities for reinforcement. 5. is changing this behavior important to future skill development and independent functioning. 6. will changing this behavior decrease negative or unwanted attention from others. 7. how much will it cost to change this behavior.
27
intervention goals
4 out of 5 days 50%, who is tracking it.
28
selecting intervention strategies
task analysis, client preferences, client current repertoires over new skills, supporting environment, environmental and resources constraints, social validity of the intervention.
29
Generalization strategies
general case analysis, common stimuli, multiple exemplars, negative teaching, train loosely, indiscriminable contingencies, mediation
30
general case analysis
identify what we have to teach. this is where we case the joint. First step
31
common stimuli
teach the required elements
32
multiple exemplars
help with necessary future generalization teach the variations
33
negative teaching
avoid future punishment
34
training loosely
avoid faulty stimulus control. vary the non-critical elements.
35
indiscriminable contingencies
persistent responding beyond training. unpredictable, but consistent reinforcement
36
mediation
plan for stimuli that will transfer to the natural environment. family, siblings, people in the natural environment.
37
generative learning
pivotal behaviors, behavioral cusps
38
pivotal behaviors
makes modifications in untrained responses. the untrained response results in new reinforcement opportunities
39
behavioral cusps
Driving all the places you can go. provides immediate access to a whole new world, which includes new environments stimuli, and contingencies.
40
punishment positive procedures
reprimand, overcorrection, physical exercise, electric shock, response blocking
41
punishment negative procedures
time out, response cost
42
non-exclusionary
planned ignoring, withdrawal of reinforcement, time-out ribbon
43
exclusionary
time out room, partition, hallway.
44
response cost
bonus, direct fines
45
resurgence
when the replacement behavior is on extinction, the previous problem behavior returns.
46
resistance to extinction
previous schedule of reinforcement, motivation, period of time behavior was reinforced, magnitude/quality, previously failed extinction trials, response effort
47
schedule of reinforcement
FR, FI, VR, VI, FT, VT. Post reinforcement pause on FI, FR, rates of responding, Fixed are going to be high rates, variable are going to be consistent, intervals are going to be low to moderate rates. Time schedule are NCR
48
setting reinforcement schedule
baseline average + 1 to highest performance
49
DRA
decreases target behavior, get reinforcement based on functional replacement bx,
50
DRI
decrease, reinforcement that is unable to be performed at the same time as target behavior.
51
DRO
decrease, reinforcement absence of target bx. did you engage in that behavior during that interval.
52
DRL
decrease but not eliminate, rate of bx or lower rates to get reinforcement (spaced responding (IRT), interval, full session, DRD (rate)
53
DRH
increase rate of bx or higher
54
stimulus prompts
movement, positional, redundancy
55
Response prompts
model, physical guidance, verbal
56
forward chaining
The learner completes the first then the teacher complete the rest. Then the learner completes the first two steps. benefits: link smaller chains to bigger ones, easily implemented
57
backwards chaining
The teacher completes all the steps except the last step. Then the teacher completes all but the last two steps. Pros: contact with terminal reinforcement. Cons: potential passive participation, can slow down learning process.
58
backwards with leaps ahead
decreases total learning time.
59
total task
Pros. each step is trained during every session. Cons: time intensive.
60
Shaping within Topographies
training yourself to wake up at 5 am you slowly wake up early and early
61
shaping across topograhies
eating with a fork you reinforce closer and closer approximation of this behavior.
62
Duplic
(formal similarity, point-to-point) echoic, mimetic, copying text
63
codic
point-to-point. textual, transcription

BCBA Test (7 decks)

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