Terms Flashcards
(224 cards)
1
Q
Feature
A
pictures of different trees, all share physical features
2
Q
Form
A
prepositions, size, shape, color
3
Q
Type I
A
False positive, Positive Punishment
4
Q
Type II
A
False negative, Negative Punishment
5
Q
Function Altering Effect
A
Affects FUTURE
6
Q
Behavior Altering Effect
A
Affects CURRENT
7
Q
Behavior
A
class of responses
8
Q
Response
A
One instance of behavior
9
Q
Correcting DI
A
correct answer, graph errors, use multi-step strategies
10
Q
Primary Unit of Behavior Analysis
A
A-B-C 3 term contingency
11
Q
EAB
A
Skinner, laboratories
12
Q
Operant
A
Skinner
13
Q
Respondent
A
Pavlov “classical conditioning”
14
Q
Simplest & Crudest
A
Total Count
15
Q
Most Stringent
A
Exact Count
16
Q
ABC data
A
Anecdotal
17
Q
Contingency Contract
A
must be in client’s repertoire
18
Q
When using modeling….
A
client doesn’t have to follow verbal directions. They just imitate what you are modeling
19
Q
Most crucial ethical consideration
A
Withdrawal
20
Q
DRO
A
omission
21
Q
Behavior Skills Training
A
Competency Based Training
22
Q
Tact
A
verbal operant evoked by a non verbal SD
23
Q
Behavioral Skills Training AKA Competency Based Training
A
“IMRF”
“DWMRFR”
24
Q
FI vs FT
A
FI- intervals
FT- timing procedures (whole, partial, momentary)
25
5 phases of behavioral assessment
"SDPMF"
26
4 types of intermittent schedules
FR, FI, VR, VI
27
Response prompt
MVP
28
Promote generalization
cleming
29
Shaping
differential reinforcement
30
Includes Aversives
Positive Punishment
| Negative Reinforcement
31
Ripple effect
generalization across SUBJECTS
32
If you suspect treatment drift, what do you do?
more supervision & training
33
Prediction
correlation, covariation
34
Design best used for rate of behavior
line graph
35
Escape extinction
hardest to extinguish
36
Punishment
needs to be continuous
37
What do you pair with FCT?
DRA & treatment package
38
Total Task
pre-requisite in repertoire
39
Reinforcer Assessment
Concurrent
Multiple
Progressive Ratio
40
Backwards Chaining
low level learners
clients who are aggressive
short attention span
41
Positive Punishment
response blocking
42
Momentary time sampling
use as last resort
use with teachers
use if there is limited resources
43
Bar graph
histogram
summarizes & compares
2 sets of data
44
Normalization
mainstreaming
45
Forward chaining
use with anyone
| new skill
46
Mentalism
circular reasoning
hypothetical construct
explanatory fiction "I know, I want, figures out"
47
Scatterplot
Pattern Analysis
| only graph that shows a pattern
48
Semi-logarthmic
standard celeration chart
49
Equal graph
bar graph
line graph
cumulative graph
scatterplot
50
Shaping
most commonly used with echoics
51
Unscored
used with high rates of bx
52
Scored
used with low rates of bx
53
Escape maintained beahviors
1. breaks
2. choices
3. reassess program
54
ABC recording
Narrative
| Continuous- pre-established sheet
55
Multiple Probe Design
maintenance & generalization
use when teaching new skill
when you don't have much time
56
DRL
manipulates IRT
57
4 ways to create procedural integrity
"STMR"
58
DRO
provides R+ contingent on NON-OCCURENCE
59
Preliminary assessment
determine if behavioral services are appropriate
60
ABC recording
continuous measurement
| ALL instances of behavior are recorded
61
Self-monitoring
most obtrusive data collection
| self-record
62
Primary Reinforcers
unconditioned reinforcers
| warmth, sex. water
63
Play condition
control
64
Response to R+ delay
allows client to become more independent
65
What is used to show functional control in a scatterplot
can only show data pattern
66
4 ways to monitor staff performance
inform
friendly
overt
feedback
67
Most widely used
Multiple Baseline Across SUBJECTS
68
Factors affecting sitmulus control
pre-attending skills
salience
overshadowing
69
Respondent Conditioning
CS-CR
70
Respondent Behavior
US-UR
71
Determinism
x causes y
| philosophical assumption of behavior
72
Event
freq/count
celeration
rate
73
Conditional Probability
ABC narrative recording
74
Behavioral
intervention must make observable & measurable changes in the behavior of an individual
75
Forced Choice
time consuming
| gives order of RANKING
76
ABA
behavior modification
77
Precision Teaching
fluency
| make decisions based on IMMEDIATELY graphed performance
78
General Case Analysis
"full range"
| going out into the natural environment and analyzing what to program for
79
Verbal prompt
can also be written
80
Analog Assessment
FA
81
Line graph
AKA frequency polygon
82
Hierarchy & Ranking
Hierarchy- created with more items
| Ranking- between 2
83
Respondent
S-R
Classical conditioning
Watson
84
Direct Instruction
choral responding
script
lectures
make sure all students understand 100%
85
Scatterplot
Direct
| b/c you have to observe the client to take data
86
DRD
rate/frequency
87
Dense schedule
like continuous schedule
| make it more reinforcing so client engages more
88
Experimental control is demonstrated by _________
difference between baseline levels & intervention levels
89
Thin schedule
more responses b/c there is little R+
| Fading reinforcement
90
Behavioral Cusp
generalized imitation skills
91
Pivotal Behavior
Joint attention
92
Methodological
Watson
| Observable & Measurable
93
Autoclitic
"I know, I want"
94
Sequency, Carryover, Spillover
ALL THE SAME!
95
Imitation
needs to happen immediately
96
DRL
provides R+ immediately following bx because it it based on IRT
97
Analytical
functional relation
control
experimentation
98
What antecedent intervention creates an AO?
NCR
99
Demand condition
contingent escape
100
Graph to display total frequency of bx
Cumulative
101
Incidental Teaching
In-situ
Non-Intensive
Naturalistic
102
Control
causation
103
Time
latency
| irt
104
Mean Score
used with bar graph
105
Concurrent vs. Multiple
Concurrent- Choice
| Multiple- Behavioral Contrast
106
4 confounding threats to Internal Validity
Measurement, IV, Subject & Setting Confounds
107
Most crudest/simplest
Total Count
108
Variable ratio & Variable interval
"on average"
| "about every"
109
How do you measure effectiveness on a SCC?
increase of responding
| decrease of incorrect responding
110
Multiple baseline
weak at showing functional control
| can be used with irreversible behaviors
111
Threats to measurement validity
Measurement artifacts
Measuring wrong dimension
Indirect measurement
112
Automaticity
reinforcing connection need not be obvious to the individual reinforced
113
BAB
limited time
| SIB
114
Validity
relevant to what you are supposed to measure
115
3 principles of behavior
Punishment
Extinction
Reinforcement
116
3 types of stimulus classes
formal
functional
temporal
117
Positive Punishment
"ROSER"
118
Non-exclusionary time out
```
"IWOR"
Planned ignoring
Withdrawal of specific positive reinforcer
Contingent observation
Ribbon
```
119
Exclusionary time out
Hallway
Partition
Time out room
120
3 types of extinction
1. Positive reinforcement
2. Automatic reinforcement
3. Negative reinforcement
121
Solistic extension
Poor use of language
| “You speak good” instead of “You speak well”
122
Metaphorical Extension
“His heart is black as coal”
123
Metonymical Extension
Saying “water” when shown an empty cup
124
Generic Extension
Stimulus generalization
| Saying A donut shop is closed when looking at Dunkin’ Donuts closed sign
125
Codic
Textual & Transcription
126
Duplic
Duplicating something
| Echoic
127
Stimulus Fading
antecedent changes, response stays the same
128
Shaping
antecedent stays the same, response changes
129
Single subject design
more sensitive to individual differences
130
Functional
DOESN'T have to do with form
131
Massed trials
DTT
132
Massed practice
part of self-management
133
What to use when graphing skill acquisition?
Line graph
134
Use Behavioral cusps when....
choosing interventions
135
Non-exclusionary time out
IWOR
136
Exclusionary time out
Hallway
Partition
Time out room
137
Deprivation
EO
138
Satiation
AO
139
Hallmark of ABA
systematic replication of measurement
140
Momentary
check on 1 person
141
PLACHECK
check on group
142
What does a scale break on the X-axis represent?
discontinuities in time
| data was not taken due to some reason (vacation)
143
Skinner's unit of analysis
functional relation between a type of responding and the same independent variables that control nonverbal behavior (MO, SD & Consequences)
AKA Verbal Operant
144
What influences extinction?
The reinforcement schedule BEFORE extinction & the occurrence of reinforcement AFTER extinction
145
Which preference assessment is more accurate when creating a hierarchy?
MSWO
146
MSW
finds the best ONE reinforcer
147
Paired preference assessment
most accurate
| time consuming
148
Listener training
Focuses on the speakers behavior
| can be written or vocal
149
Probe for generalization
Prior, during & after treatment
150
Maintenance
Use intermittent reinforcement to maintain the behavior
151
Description
based on facts
152
Control
functional relationship is demonstrated and variables are manipulated
153
prediction
whether 2 events occur at the same time
| you observe repeatedly and predict the relationship between the 2 events
154
verbal behavior
defined by the function of the response
155
Skinners verbal behavior focuses on...
behavior of the speaker
156
Verbal repertoire
set of verbal operants emitted by someone
157
Unit of analysis in Verbal behavior
(mands, tacts, etc.)
| MO/SD --> response --> consequence
158
Mand training
bringing verbal responses under the functional control of MO's
159
Intraverbal pre-requisities
50 mands & tacts
160
Metonymical Extension
Saying "water" when shown a cup
161
Metaphorical Extension
"His heart is black as coal"
162
Solistic Extension
"You speak good" instead of "You speak well"
163
Adjunctive behaviors
behaviors brought about when reinforcement is unlikely to be delivered
time filling behaviors
ex: doodling, smoking, drinking
164
Main disadvantage of Alternating Treatment
Multiple treatment interference
165
Reversal/Withdrawal
Sequence effects
166
Mand training
transfer from stimulus control to MO
167
After an FA, a BCBA must consider...
1. clients needs
2. baseline data
3. environmental parameters
168
Preliminary assessment should include...
1. informed consent
2. interviews
3. medical records
169
Assess & promote procedural integrity
1. further simplify instructions to implementers
2. observe & offer feedback
3. use checklist to observe implementers for brief intervals
170
Goals should include...
1. goal
2. context of the goal
3. criteria
171
NCR
Used only with Fixed Time
172
DRI & DRA
both use functionally equivalent behaviors
173
Permanent product
catch all instances of behavior
| measurement may be more accurate, complete & continuous
174
What to use to summarize data for skill acquisition
Cumulative Record
175
Selection Based Assessment
Umbrella term for:
| Single, Paired & Multiple Preference Assessment
176
Verbal Operant
AKA for Unit of Analysis
177
Disadvantage of Incidental Teaching
Not as many opportunities
178
Scatterplot variability
more spread out = more variability
179
FCT develops
alternative behaviors that are sensitive to EO's
180
Post-reinforcement pause is influenced by...
1. size of the ratio
| 2. magnitude of reinforcement
181
Why do we abide by Ethics?
“Shake My Head”
Standards
Meaningful change
Harm
182
Performance Monitoring
Inform
Friendly
Overt
Feedback
183
Response induction
AKA response generalization
184
Expressive language skills
Mand
Echoic
Tact
185
Alternating treatment
use with SIB behaviors
186
Changing criterion
use when graphing completion of problems, skill acquisition
187
______ is a measure of the temporal locus of a behavior.
Inter-response time
| Response Latency
188
Changing criterion graphs can graph the _____ of behavior.
magnitude
189
Temporal Extent
Duration
190
Repeatability
Count/Frequency
Rate
Celeration
191
2 derivative measure
1. Trials to criterion
| 2. Percentage
192
What is included in Continuous Measurement Procedures?
1. event recording (freq/count, rate)
| 2. timing (IRT, Latency)
193
What is included in Discontinuous Measurement Procedures?
1. Momentary
2. Partial
3. Whole
194
Discontinuous Measurement Procedures are measured with ________
1. long durations of time
2. high rate behaviors
3. measured in discrete trial
4. measured in percentage
195
Free operant behaviors
DISCRETE beginning, middle & end
196
Continuous behaviors
humming
on-task behaviors
cooperative play
197
Why are discontinuous measurement procedures used with discrete trial?
Because you are dividing the trials/intervals that you observed in order to get a percentage
198
Trial by trial is used in _________
Discrete trial training
199
How often and when should IOA be obtained?
During each phase of a study
Distributed across days, times of day, settings & observers
Minimum of 20% of sessions
200
Receptive language skills
Listener responding
201
Skill acquisition
Graph on cumulative graph
Assess & teach using a Multiple probe
202
Cumulative graph
Use with skill acquisition
| Example: client is learning sight words, then you can graph how many they learn each day
203
Changing criterion
Has to be in clients repertoire
Used when goals are changing within a specific goal
Example: math problems, one day client has to do 10 problems, the next day they have to do 20 problems
204
Simultaneous
Happens at the same time
1. Concurrent
2. Alternative
3. Conjunctive
205
Successive
One after the other
1. Multiple
2. Mixed
3. Chained
4. Tandem
206
Self evaluation
Self assessment
207
In stimulus prompts, an AKA for Redundancy is __________
Pairing
208
Matching to sample
if client errors, DON'T prompt, start new trial
209
On a bar graph you can only see the ______.
level
| use bar graph to measure the mean score
210
Line graph
AKA:
1. cartesian plane
2. frequency polygon
211
Lines in graph
Solid lines = Major changes
| Dashed lines = Minor changes
212
The steeper the slope, the ______________
higher response rate
213
Level measures _________
How much has the behavior changed?
214
Variability measures ________
How consistent is the change that is taking place?
215
When first taking on a client, you should ____________
1. provide them with your contact info
2. discuss cost of services
3. how to discontinue services
4. how to file a complaint
216
Incidental teaching is used to teach ___________
verbal behavior (AKA communication skills)
217
Overgeneralization
```
behavior is under a stimulus class that is too broad.
the response is occurring under the correct stimulus and incorrect stimulus
```
218
What should be included in a behavioral goal?
1. who will perform the behavior
2. what needs to be performed
3. the context in which the behavior should be performed
4. the criterion
219
After conducting an indirect & direct assessment, what do you do next?
analyze the data to create a hypothesis
THEN
test the hypothesis using a FA
220
What is included in a FA?
Contingent Escape
Contingent Attention
Alone
Play
221
Intervention goals should include.....
1. who will engage in the bx
2. which bx should occur
3. when it should and should not occur
4. how often it should occur
222
Procedural integrity should be implemented ________
on each component of an intervention
223
What can you teach if you want to teach stimulus equivalence?
Match to sample
224
What should be included in an experimental question/statement?
IV
DV
Participants
Setting
