Study for Final Flashcards

Question

Dimensions of ABA: Effective

Answer 1

Demonstration of socially significant behavior change

Answer 2

Dimension of ABA: Technological Procedures are clearly and objectively defined

Answer 3

* Demonstrates functional relationships * Uses data to make treatment decisions * Behaviorists collect data and analyze the data to determine the best intervention Ex: When asked to complete her homework, Sally runs to her room and slams the door shut to avoid doing homework.

Answer 4

Discriminative Stimulus: An ANTECEDENT that influences behavior because the behavior WAS RELIABLY REINFORCED in the PRESENCE of that stimulus in the past *It is created when the response is reinforced in its presence but not when it's absent. Ex: A parent is teaching manners. Their child asks politely for candy so they give them a piece of candy. The child always asks nicely because when they just said "I want candy" they didn't get any.

Answer 5

Operant Behaviors: * Controlled by stimulus that follows the behavior = VOLUNTARY BEHAVIOR * Behavior that operates on the environment, producing consequences/reinforcements (evoked) * Behavior that produces an effect on the environment and the likelihood of the effect creating an event that happens again Ex: mice steps on a green light & gets food is likely to step on it again, steps on red light gets mild shock doesn't step on it again

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Respondent Behaviors: Behaviors elicited by stimuli that precede those behaviors Ex: You blink when a puff of air hits your eye

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* A measure of how reliably a treatment is being delivered as it was designed/written. * Also known as treatment integrity. In practice: An ABA designed program must use valid, reliable measures to show treatment fidelity

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Working for self-satisfaction

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Temporary time away

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Too much of a good thing

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Withholding rewards

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Fostering independence

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Environmental change

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Fixed Ratio

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Reward Punishment *Reinforcer - correct Aversive

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Negative Reinforcement

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*Punisher, Punishment - correct Positive Reinforcer Aversive Stimulus Negative Reinforcer

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* Praise for a completed task - no * A sweater when it is cold - yes * A bottle of milk for a crying baby - yes * A sandwich for a hungry child - yes

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Time spent on coffee breaks *Duration, Latency, Frequency Following a direction Duration, *Latency, Frequency Math problems completed Duration, Latency, *Frequency

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Trend: * The rate of change may speed up or slow down over time * Relates to the overall direction taken by a data path

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Variability The rate of the behavior varies over time.

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Changes in Level: The rate, frequency or accuracy of the behavior may be increasing, decreasing or staying the same

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Aggression evoked by the inability to access previous reinforces for a particular behavior

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An increase in frequency or intensity of behavior immediately after extinction procedures are introduced "It gets worse before it gets better"

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A re-occurrence of a previously extinguished behavior

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* The process of decreasing behaviors entirely by withholding reinforcement in the presence of those behaviors * Extinction should always be paired with replacement behaviors that are functionally similar to the original behaviors Ex: Child throws toys often during tantrums. Mom used to say Stop that! This increased the toy throwing during the tantrums. Now when the child throws toys Mom waits for the tantrum to end and refrains from saying stop that. Eventually the child stopped throwing toys during tantrums. Mom also taught some replacement behaviors: taking deep breaths, distracting herself, asking for hugs, etc.

Answer 27

Anything an organism says or does

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A systematic approach to understanding the behavior of humans and other animals John B. Watson B.F. Skinner - Radical Behaviorism

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Analytic * All behavior is elicited or evoked by environmental stimuli and the function of behavior is to access or avoid stimuli * Using data to make informed decisions * The practitioner is able to show when the is a product, when they apply a certain variable the behavior is produced & when the variable is removed the behavior is lost Ex: When told to do her homework Sally runs to her room and slams the door

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* A Systematic application of behavioral principles to change behavior to a meaningful degree * Focuses objectively on defined behaviors of social significance * Research tool to enable users of these principles to verify a functional relationship between a behavior & an intervention

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Behavior that postpones or circumvents an aversive stimulus Ex: A child that has sensory issues may not like to wear certain types of clothes or eat certain types of food

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Transference of behaviors from one member to another within a group of individuals, within a culture Ex: A method of cooking, a style of dancing

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The history of the development an individual organism during it's lifetime (based on individual experiences with contingencies that result in reinforcement or punishment)

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Phylogenic: Is about how the history of a natural evolution of a species occurs (in ways that are based on contingencies necessary for survival of the species)

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* Events in the environment that effect the behavior of an individual * A stimulus is a physical change Ex: Activity (walking) or condition (being hot or cold)

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Change in the environment

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A set of stimuli, all of which have some common physical property, they look or sound similar, they have a common effect on behavior Ex: “Hello” “Howdy” “Hi” “What’s up?” all evoke the same response of interacting with another person

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Respondent Conditioning: A learning process where a previously neutral stimulus acquires the ability to elicit a response (alter behavior). Respondent behavior is controlled by it's antecedents. Respondent conditioning is also known as classical conditioning or Pavlovian conditioning Ex: Pavlov's dog responding to bell by salivating because it always got fed after the bell bell ring was always pained w/food

Answer 39

Operant Conditioning Consequences that result in an increase or decrease the frequency in the same type of behavior under similar conditions. Operant behaviors are controlled by their consequences. *Voluntary Ex: Mouse gets food when steps on a green light vs. a shock when steps on red light as a result they learn to step on the green light

Answer 40

A schedule of reinforcement where reinforcement is provided after a fixed number of responses occur, how often the occurrance of a behavior will receive a reward. Ex: You give yourself a handful of M&Ms every time you read five pages of your textbook

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Motivation! * Stimuli that influence behavior by signaling consequences * Motivating operations (setting events) after the potency of a particular consequence

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Deprivation: * A reduction in the reinforcing effects of a stimulus * When clients have limited access to their reinforcers to make it more effective when they are used * Not having access to something highly desirable

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*An event that decreases the reinforcing value of some stimulus, object, or event and decreases the frequency, duration, or intensity of behaviors that have previously provided access to the stimulus, object, or event "Too much of a good thing"

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* Motivating operations that one has acquired without being taught a value to them * Value-altering motivating effects that are unlearned Ex: Being hungry, thirsty, tired and and wanting to eat, drink, sleep

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Conditioned Motivating Operations: An event has been trained to have a reinforcing value due to previously learning the association Ex: Mom always puts the baby to sleep by rocking it, dad tries to rock it to sleep but she doesn't fall asleep. Mom always wears a fuzzy bathrobe Dad isn't wearing

Answer 46

events after a behavior

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``` Reinforcement = Reward Scheduling = Working for self-satisfaction Time-Out = Time away from Response Cost = Penalties Satiation = Too much of a good thing Extinction = Withholding rewards Fading = Fostering Independence Modeling = Showing Shaping & Chaining = Coaching Stimulus Change = Environmental change Stimulus Generalization = Transfer ```

Answer 48

Respondent Extinction: *Influenced by stimulus changes that have followed the behavior in the past ***Decrease in behavior from consequences in the past. Lack of reinforcement or through punishment *An animals conditioned behavior (pushing a bard to receive food) can be extinguished by extinguishing rewards (no longer reinforcing) or through punishment.

Answer 49

events prior to behavior

Answer 50

* Stimulus control occurs when a behavior changes the presence or absence of the stimulus * Stimulus control is demonstrate when an antecedent stimulus is shown to gain control over one or more particular behaviors. Ex: The young girl engages in whining behavior in the presence of Mom but does not engage in this behavior in the presence of Dad. The presence of Mom is a stimulus control for the girl’s whining behavior. Ex: Answering your phone is under the stimulus control of your ring tone. You do not answer your phone in the absence of your ring tone.

Answer 51

Categories of Reinforcement Sensory Escape Social Edible, Tangible, Activity

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* Reward * Shaping Behavior * If trying to change behavior, choose rewards that match the function of the behavior you are trying to change

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Reinforcement increases the future occurrence of behavior by either removal of an aversive stimulus (negative reinforcement) or addition of a pleasant stimulus (positive reinforcement).

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The rule followed by the environment in determining which among the many occurrences of a response will be reinforced

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The behavior itself provides/produces the reinforcement Sensory Stimulation ---> Self-reinforcement ---> Practical outcome Ex: twirling hair feels good, twirls hair, feels good, does it again,

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*Continuous Reinforcement (CRF) Students laugh EVERY time the professor tells a joke. *Fixed Ratio Schedule of Reinforcement: Reinforcer is contingent upon the last of a fixed number of responses. Car salesperson gets bonus after every 5th car sold *Variable Ratio Reinforcement/Punishment: Reinforcer is contingent on the last of a variable number of responses, produces high level of responding. Vegas! On average, every 9th time I buy a lottery ticket, I win $5-$20 On average, every 365th time I speed, I get a speeding ticket.

Answer 57

*Fixed Interval: A reinforcer is contingent upon the FIRST response AFTER A FIXED INTERVAL OF TIME since the last opportunity for reinforcement. Ex: The first response after each 10 minute interval is reinforced. Bob is called on the first time he raises his hand after a 5 minute interval (TIME & RESPONSE) *Fixed-Time: schedule of reinforcement : When the delivery of the reinforcer is based on time only and not responses, superstitious behavior emerges. Ex: If every 15 minutes, someone hands you a dollar, you begin to wonder why. You attribute this reinforcer to random behaviors/thoughts you exhibited during this interval. (TIME ONLY) Very Random

Answer 58

Variable Interval.... A reinforcer is contingent upon the first response after a variable interval of time since the last opportunity for reinforcement Ex: On average, every 5 minutes Bob is reinforced after raising his hand. He may be reinforced after 3 min pass and he raises his hand. He may be reinforced after 8 min pass and he raises his hand

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* Parsimony - the simplest theory that fits the facts of the problem is the 1 that should be used * Empirical - derived from or guided by experience or experiment * Determinism - acts of the will, occurrences in nature, or social or psychological phenomena are casually determined by preceding events or natural * Scientific Method -a method of research in which a problem is identified, data is gathered, a questioned is formed and tested

Answer 60

Dimensions of ABA: * Applied - focuses of socially significant behaviors * Generality - extensions of behavior change across time, setting or other behaviors * Conceptually Systematic - procedures that have a direct tie to the principles of behavior analysis * Behavioral - focuses on observable events * Effective - demonstration of socially significant behavior change

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A reinforcer that works without prior learning Ex: Food, water

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Conditioned Reinforcer: A reinforcer that becomes reinforcing only after being learned Ex: access to a car, we don't real need it for survival but people enjoy rides,going places, or getting away from places (aversion) so parents can use it for a teenager

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Behavior under the control of rules and instructions instead of reinforcing or aversive consequences Ex: Follow the laws because you know you could go to jail if you don't *Doing chores because you know parents will ground you if you don't get them done

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Generalized Reinforcer: A consequence that has been paired with access to many different reinforcing consequences until it took on reinforcing properties itself Ex: Money, we aren't born w/a biological need for it, we can buy many reinforcing things with it,

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Conditional Punisher... *Punishment that only works with prior learning *Organisms are not born wanting to avoid these things

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Unconditional Punisher * Punishment that works without prior learning * living things come into the world knowing with a need to avoid these things built in to their biology Ex: starvation, thirst, extremely loud noises, painful stimulation, extreme hot/cold temperatures, lack of sexual stimulation

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Socially Motivated Contingency: Contingency delivered in whole or part by another person

Answer 68

Discrimination: Being able to identify a stimulus among other stimuli Ex: Being able to identify the correct answer on a multiple choice test * Infant says Dada when seeing Dad but does not say that when they see Mom

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Generalization: Behaviors extend to new people, places, situations, or other similar behaviors Ex: Two children in a family were able to complete chores even though they moved into a new house * You are studying hard to learn ABA vocabulary and you begin using them in your everyday language

Answer 70

Maintenance: The ability of a learner to continue to demonstrate a skill after an intervention has been entirely or partially removed Ex: You never forget how to ride a bike, an adult buying a bike and still remembering how to ride * A student learning how to fill out a job application in life skills class and a few months later after graduation he fills out for a job application for employment on his own.

Answer 71

Equivalence: * Correctly responding to stimulus-stimulus relations that have not been trained or reinforced but are the result of reinforcing other stimulus-stimulus relations * When a learner correctly identifies a symbolic relationship between two or more non-identical items without specific training on those items

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* The specified dependencies or relations between behavior and its antecedents and consequences * The relationship between two events, one being "contingent" or a consequence of the other * The importance of the relationship between behavior and reinforcement. It's why reinforcement is so important

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is a type of verbal operant that occurs when a speaker repeats the verbal behavior of another speaker Repeating the words, phrases, and vocal behavior of others, which is common in day-to-day discourse, is echoic also

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* The mand is a type of verbal operant in which a speaker asks for (or states, demand, implies, etc.) what he needs or wants (can also be giving a picture card) * The mand is a verbal operant for which the form of the response is under the functional control of motivating operations (MO’s) and specific reinforcement * Mands are the first verbal operant acquired by a human child * Mand is the only type of verbal behavior that directly benefits the speaker

Answer 75

Contingency-Shaped Behavior: Behaviors that are learned by directly experiencing consequences Ex: Going to see a movie sequel because you liked the 1st one *Not going to restaurant again at lunchtime because the service is always really slow and you are late getting back to work

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Intraverbal: Conversation! * Verbal operant in which a speaker differentially responds to the verbal behavior of others * A verbal operant that has a listener & a speaker, there is back and forth verbal communication

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Tact: * a verbal operant where a speaker names an object * basically a label, putting the name to item Ex: showing a toy car and saying "car"

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Transitivity occurs when a learner is taught A = B and B = C, and then proceeds to demonstrate the understanding that A = C

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Reflexivity occurs when a learner engages in a matched sample (A = A) that has not been previously trained

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Symmetry occurs when a learner is taught A = B and then proceeds to demonstrate the understanding that B = A

Answer 81

Shaping: * The differential reinforcement of successive approximations of a target behavior until the target behavior is exhibited by the individual * A procedure in which successive approximations to a specific behavioral goal are reinforced. Ex: A baby or toddler learns to walk. They are reinforced for crawling, then standing up, then taking a step.

Answer 82

Behavior that significantly expand a clients repertoire to new settings, new contingencies, and new stimulus controls that enables more rapid learning. Ex: Learning to read is a cup behavior that gains access to a whole set of new learning opportunities. The progression of crawling, taking steps, & walking

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Strategies that rely on learning about behavioral challenges without directly observing them

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Includes the surrounding conditions under which the desired response is to occur, including the setting, furnishings, materials, personnel, etc.

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A goal behavior that gives clear specifications of the conditions or context for when the behavior is to occur and the criteria, or standards for determining when the objective has been accomplished

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Stimuli that directly and frequently precede a reinforced response, and eventually come to signal the probability that a given response will be reinforced

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FBA: A tool designed for the purpose of guiding the development of promising behavior intervention plan (BIP)

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Verbally addresses historical, philosophical, theoretical, and methodological issues and relations among different behavioral properties

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* The extent to which an intervention is implemented as planned * Also knows as Procedural Fidelity or Fidelity of Implementation

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Physical properties, such as timing, frequency, intensity, and other whose values influence the effectiveness of any reinforcement procedure

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An antecedent that influences behavior

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When a behavior is repeated at a high, steady rate

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* A one-on-one, highly structured intervention, teaching strategy where tasks are broken down and taught in small increments using small, tangible reinforces for a desirable behavior. * A concise, step-by-step intervention tailored to improve a specific skill in the most efficient way

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A description of a phenomenon according to which organisms match or distribute their responses according to the proportion of payoff during choice situation

Answer 95

Deprivation * The absence or reduction of a reinforcer over time. * Limiting access to a reinforcer to increase it's value. Ex: Not giving a student any goldfish as snacks all day and using them as a reinforcer for an intervention in the afternoon so they will be more enticing to work for. * Not having their favorite toy in the toy bin that day or week so it will be a toy to work for as a reward to have during breaks after working.

Answer 96

*A contingency arrangement in which the performance of an individual or several members of a group forms the basis for the group’s access to reinforcement Ex: If Bobby brings his homework in every day this week, the class will receive 30 minutes of free play on Friday ``` *When the average of the lowest three student scores improve by at least 5 points, everyone in class gets popsicle. ```

Answer 97

Applying the same consequences to the same or a different behavior of each member of a group. The reinforcement of one member’s behavior does NOT depend upon the performance of others. * Ex: “Each assembly line worker who meets the production quota will earn a bonus.” Each student who scores at least a 9 out of 10 on his or her math problems will receive 2 tokens.

Answer 98

* Contingency arrangement in which members of the group are treated as if they were a SINGLE behaving individual * The group’s performance determines the reinforcer each member receives * Not Cool! Personally I am not a fan of this one. Ex: “If the group averages 90% on the test, everyone will have free time.” * If everyone in the class brings in his/her homework tomorrow, everyone will receive a token. (If one person forgets, no one gets a token.)

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Appeals to inner causes in the explanation of behavior Ex: Grumpy old man Boys will be boys

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Cognitive: Attempts to explain human behavior by understanding your thought processes Ex: She’s not a math person

Answer 101

Developmental stages are the reasons behind a behavior Ex: Welcome to middle schoolers; just being a teenager * Terrible two's she's 2 that's why she's being so dramatic al the time

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Response Class Dimension: A set of responses that are similar due to their dimension (topography, latency, duration, location)

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Response Class Effect: * A set of responses that share a similar effect of reinforcement. * Behaviors that look different have the same end result.

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Response Class Function: A set of responses that share the same function Ex: I don’t care how you get it done, just get it done

Answer 105

Shaping: * The use of reinforcers of SUCCESSIVE approximations of a desired behavior. * Each desired behavior is reinforced if the behavior is not what is desired it is not reinforced * An operant conditioning procedure in which reinforcers for successive approximations toward behavioral objectives

Answer 106

Chaining: * An instructional strategy where individual steps are recognized as required for task mastery. * Chaining breaks a task down into small steps teaching each step within the chain individually. * A method of teaching behavior using behavior chains. Behavior chains are sequences of individual behaviors that when linked together form an end behavior using reinforcers along the way.

Answer 107

Behavior Repertoire Total complement of behaviors that an individual has previously demonstrated

Answer 108

Verbal Behavior: * A method of teaching language that focuses on the idea that a meaning of the word in found in their functions * Form and function of behavior * Behavior is mediated by another person * Initially founded by B.F. Skinner

Study for Final Flashcards

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