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Terms Flashcards

1
Q

Feature

A

pictures of different trees, all share physical features

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2
Q

Form

A

prepositions, size, shape, color

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3
Q

Type I

A

False positive, Positive Punishment

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4
Q

Type II

A

False negative, Negative Punishment

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5
Q

Function Altering Effect

A

Affects FUTURE

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6
Q

Behavior Altering Effect

A

Affects CURRENT

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7
Q

Behavior

A

class of responses

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8
Q

Response

A

One instance of behavior

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9
Q

Correcting DI

A

correct answer, graph errors, use multi-step strategies

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10
Q

Primary Unit of Behavior Analysis

A

A-B-C 3 term contingency

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11
Q

EAB

A

Skinner, laboratories

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12
Q

Operant

A

Skinner

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13
Q

Respondent

A

Pavlov “classical conditioning”

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14
Q

Simplest & Crudest

A

Total Count

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15
Q

Most Stringent

A

Exact Count

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16
Q

ABC data

A

Anecdotal

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17
Q

Contingency Contract

A

must be in client’s repertoire

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18
Q

When using modeling….

A

client doesn’t have to follow verbal directions. They just imitate what you are modeling

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19
Q

Most crucial ethical consideration

A

Withdrawal

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20
Q

DRO

A

omission

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21
Q

Behavior Skills Training

A

Competency Based Training

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22
Q

Tact

A

verbal operant evoked by a non verbal SD

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23
Q

Behavioral Skills Training AKA Competency Based Training

A

“IMRF”

“DWMRFR”

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24
Q

FI vs FT

A

FI- intervals

FT- timing procedures (whole, partial, momentary)

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25
Q

5 phases of behavioral assessment

A

“SDPMF”

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26
Q

4 types of intermittent schedules

A

FR, FI, VR, VI

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27
Q

Response prompt

A

MVP

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28
Q

Promote generalization

A

cleming

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29
Q

Shaping

A

differential reinforcement

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30
Q

Includes Aversives

A

Positive Punishment

Negative Reinforcement

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31
Q

Ripple effect

A

generalization across SUBJECTS

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32
Q

If you suspect treatment drift, what do you do?

A

more supervision & training

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33
Q

Prediction

A

correlation, covariation

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34
Q

Design best used for rate of behavior

A

line graph

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35
Q

Escape extinction

A

hardest to extinguish

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36
Q

Punishment

A

needs to be continuous

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37
Q

What do you pair with FCT?

A

DRA & treatment package

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38
Q

Total Task

A

pre-requisite in repertoire

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39
Q

Reinforcer Assessment

A

Concurrent
Multiple
Progressive Ratio

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40
Q

Backwards Chaining

A

low level learners
clients who are aggressive
short attention span

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41
Q

Positive Punishment

A

response blocking

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42
Q

Momentary time sampling

A

use as last resort
use with teachers
use if there is limited resources

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43
Q

Bar graph

A

histogram
summarizes & compares
2 sets of data

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44
Q

Normalization

A

mainstreaming

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45
Q

Forward chaining

A

use with anyone

new skill

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46
Q

Mentalism

A

circular reasoning
hypothetical construct
explanatory fiction “I know, I want, figures out”

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47
Q

Scatterplot

A

Pattern Analysis

only graph that shows a pattern

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48
Q

Semi-logarthmic

A

standard celeration chart

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49
Q

Equal graph

A

bar graph
line graph
cumulative graph
scatterplot

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50
Q

Shaping

A

most commonly used with echoics

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51
Q

Unscored

A

used with high rates of bx

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52
Q

Scored

A

used with low rates of bx

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53
Q

Escape maintained beahviors

A
  1. breaks
  2. choices
  3. reassess program
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54
Q

ABC recording

A

Narrative

Continuous- pre-established sheet

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55
Q

Multiple Probe Design

A

maintenance & generalization
use when teaching new skill
when you don’t have much time

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56
Q

DRL

A

manipulates IRT

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57
Q

4 ways to create procedural integrity

A

“STMR”

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58
Q

DRO

A

provides R+ contingent on NON-OCCURENCE

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59
Q

Preliminary assessment

A

determine if behavioral services are appropriate

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60
Q

ABC recording

A

continuous measurement

ALL instances of behavior are recorded

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61
Q

Self-monitoring

A

most obtrusive data collection

self-record

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62
Q

Primary Reinforcers

A

unconditioned reinforcers

warmth, sex. water

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63
Q

Play condition

A

control

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64
Q

Response to R+ delay

A

allows client to become more independent

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65
Q

What is used to show functional control in a scatterplot

A

can only show data pattern

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66
Q

4 ways to monitor staff performance

A

inform
friendly
overt
feedback

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67
Q

Most widely used

A

Multiple Baseline Across SUBJECTS

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68
Q

Factors affecting sitmulus control

A

pre-attending skills
salience
overshadowing

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69
Q

Respondent Conditioning

A

CS-CR

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70
Q

Respondent Behavior

A

US-UR

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71
Q

Determinism

A

x causes y

philosophical assumption of behavior

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72
Q

Event

A

freq/count
celeration
rate

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73
Q

Conditional Probability

A

ABC narrative recording

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74
Q

Behavioral

A

intervention must make observable & measurable changes in the behavior of an individual

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75
Q

Forced Choice

A

time consuming

gives order of RANKING

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76
Q

ABA

A

behavior modification

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77
Q

Precision Teaching

A

fluency

make decisions based on IMMEDIATELY graphed performance

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78
Q

General Case Analysis

A

“full range”

going out into the natural environment and analyzing what to program for

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79
Q

Verbal prompt

A

can also be written

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80
Q

Analog Assessment

A

FA

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81
Q

Line graph

A

AKA frequency polygon

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82
Q

Hierarchy & Ranking

A

Hierarchy- created with more items

Ranking- between 2

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83
Q

Respondent

A

S-R
Classical conditioning
Watson

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84
Q

Direct Instruction

A

choral responding
script
lectures
make sure all students understand 100%

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85
Q

Scatterplot

A

Direct

b/c you have to observe the client to take data

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86
Q

DRD

A

rate/frequency

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87
Q

Dense schedule

A

like continuous schedule

make it more reinforcing so client engages more

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88
Q

Experimental control is demonstrated by _________

A

difference between baseline levels & intervention levels

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89
Q

Thin schedule

A

more responses b/c there is little R+

Fading reinforcement

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90
Q

Behavioral Cusp

A

generalized imitation skills

91
Q

Pivotal Behavior

A

Joint attention

92
Q

Methodological

A

Watson

Observable & Measurable

93
Q

Autoclitic

A

“I know, I want”

94
Q

Sequency, Carryover, Spillover

A

ALL THE SAME!

95
Q

Imitation

A

needs to happen immediately

96
Q

DRL

A

provides R+ immediately following bx because it it based on IRT

97
Q

Analytical

A

functional relation
control
experimentation

98
Q

What antecedent intervention creates an AO?

A

NCR

99
Q

Demand condition

A

contingent escape

100
Q

Graph to display total frequency of bx

A

Cumulative

101
Q

Incidental Teaching

A

In-situ
Non-Intensive
Naturalistic

102
Q

Control

A

causation

103
Q

Time

A

latency

irt

104
Q

Mean Score

A

used with bar graph

105
Q

Concurrent vs. Multiple

A

Concurrent- Choice

Multiple- Behavioral Contrast

106
Q

4 confounding threats to Internal Validity

A

Measurement, IV, Subject & Setting Confounds

107
Q

Most crudest/simplest

A

Total Count

108
Q

Variable ratio & Variable interval

A

“on average”

“about every”

109
Q

How do you measure effectiveness on a SCC?

A

increase of responding

decrease of incorrect responding

110
Q

Multiple baseline

A

weak at showing functional control

can be used with irreversible behaviors

111
Q

Threats to measurement validity

A

Measurement artifacts
Measuring wrong dimension
Indirect measurement

112
Q

Automaticity

A

reinforcing connection need not be obvious to the individual reinforced

113
Q

BAB

A

limited time

SIB

114
Q

Validity

A

relevant to what you are supposed to measure

115
Q

3 principles of behavior

A

Punishment
Extinction
Reinforcement

116
Q

3 types of stimulus classes

A

formal
functional
temporal

117
Q

Positive Punishment

A

“ROSER”

118
Q

Non-exclusionary time out

A 
"IWOR"
Planned ignoring
Withdrawal of specific positive reinforcer
Contingent observation
Ribbon
119
Q

Exclusionary time out

A

Hallway
Partition
Time out room

120
Q

3 types of extinction

A
  1. Positive reinforcement
  2. Automatic reinforcement
  3. Negative reinforcement
121
Q

Solistic extension

A

Poor use of language

“You speak good” instead of “You speak well”

122
Q

Metaphorical Extension

A

“His heart is black as coal”

123
Q

Metonymical Extension

A

Saying “water” when shown an empty cup

124
Q

Generic Extension

A

Stimulus generalization

Saying A donut shop is closed when looking at Dunkin’ Donuts closed sign

125
Q

Codic

A

Textual & Transcription

126
Q

Duplic

A

Duplicating something

Echoic

127
Q

Stimulus Fading

A

antecedent changes, response stays the same

128
Q

Shaping

A

antecedent stays the same, response changes

129
Q

Single subject design

A

more sensitive to individual differences

130
Q

Functional

A

DOESN’T have to do with form

131
Q

Massed trials

A

DTT

132
Q

Massed practice

A

part of self-management

133
Q

What to use when graphing skill acquisition?

A

Line graph

134
Q

Use Behavioral cusps when….

A

choosing interventions

135
Q

Non-exclusionary time out

A

IWOR

136
Q

Exclusionary time out

A

Hallway
Partition
Time out room

137
Q

Deprivation

A

EO

138
Q

Satiation

A

AO

139
Q

Hallmark of ABA

A

systematic replication of measurement

140
Q

Momentary

A

check on 1 person

141
Q

PLACHECK

A

check on group

142
Q

What does a scale break on the X-axis represent?

A

discontinuities in time

data was not taken due to some reason (vacation)

143
Q

Skinner’s unit of analysis

A

functional relation between a type of responding and the same independent variables that control nonverbal behavior (MO, SD & Consequences)
AKA Verbal Operant

144
Q

What influences extinction?

A

The reinforcement schedule BEFORE extinction & the occurrence of reinforcement AFTER extinction

145
Q

Which preference assessment is more accurate when creating a hierarchy?

A

MSWO

146
Q

MSW

A

finds the best ONE reinforcer

147
Q

Paired preference assessment

A

most accurate

time consuming

148
Q

Listener training

A

Focuses on the speakers behavior

can be written or vocal

149
Q

Probe for generalization

A

Prior, during & after treatment

150
Q

Maintenance

A

Use intermittent reinforcement to maintain the behavior

151
Q

Description

A

based on facts

152
Q

Control

A

functional relationship is demonstrated and variables are manipulated

153
Q

prediction

A

whether 2 events occur at the same time

you observe repeatedly and predict the relationship between the 2 events

154
Q

verbal behavior

A

defined by the function of the response

155
Q

Skinners verbal behavior focuses on…

A

behavior of the speaker

156
Q

Verbal repertoire

A

set of verbal operants emitted by someone

157
Q

Unit of analysis in Verbal behavior

A

(mands, tacts, etc.)

MO/SD –> response –> consequence

158
Q

Mand training

A

bringing verbal responses under the functional control of MO’s

159
Q

Intraverbal pre-requisities

A

50 mands & tacts

160
Q

Metonymical Extension

A

Saying “water” when shown a cup

161
Q

Metaphorical Extension

A

“His heart is black as coal”

162
Q

Solistic Extension

A

“You speak good” instead of “You speak well”

163
Q

Adjunctive behaviors

A

behaviors brought about when reinforcement is unlikely to be delivered
time filling behaviors
ex: doodling, smoking, drinking

164
Q

Main disadvantage of Alternating Treatment

A

Multiple treatment interference

165
Q

Reversal/Withdrawal

A

Sequence effects

166
Q

Mand training

A

transfer from stimulus control to MO

167
Q

After an FA, a BCBA must consider…

A
  1. clients needs
  2. baseline data
  3. environmental parameters
168
Q

Preliminary assessment should include…

A
  1. informed consent
  2. interviews
  3. medical records
169
Q

Assess & promote procedural integrity

A
  1. further simplify instructions to implementers
  2. observe & offer feedback
  3. use checklist to observe implementers for brief intervals
170
Q

Goals should include…

A
  1. goal
  2. context of the goal
  3. criteria
171
Q

NCR

A

Used only with Fixed Time

172
Q

DRI & DRA

A

both use functionally equivalent behaviors

173
Q

Permanent product

A

catch all instances of behavior

measurement may be more accurate, complete & continuous

174
Q

What to use to summarize data for skill acquisition

A

Cumulative Record

175
Q

Selection Based Assessment

A

Umbrella term for:

Single, Paired & Multiple Preference Assessment

176
Q

Verbal Operant

A

AKA for Unit of Analysis

177
Q

Disadvantage of Incidental Teaching

A

Not as many opportunities

178
Q

Scatterplot variability

A

more spread out = more variability

179
Q

FCT develops

A

alternative behaviors that are sensitive to EO’s

180
Q

Post-reinforcement pause is influenced by…

A
  1. size of the ratio

2. magnitude of reinforcement

181
Q

Why do we abide by Ethics?

A

“Shake My Head”
Standards
Meaningful change
Harm

182
Q

Performance Monitoring

A

Inform
Friendly
Overt
Feedback

183
Q

Response induction

A

AKA response generalization

184
Q

Expressive language skills

A

Mand
Echoic
Tact

185
Q

Alternating treatment

A

use with SIB behaviors

186
Q

Changing criterion

A

use when graphing completion of problems, skill acquisition

187
Q

______ is a measure of the temporal locus of a behavior.

A

Inter-response time

Response Latency

188
Q

Changing criterion graphs can graph the _____ of behavior.

A

magnitude

189
Q

Temporal Extent

A

Duration

190
Q

Repeatability

A

Count/Frequency
Rate
Celeration

191
Q

2 derivative measure

A
  1. Trials to criterion

2. Percentage

192
Q

What is included in Continuous Measurement Procedures?

A
  1. event recording (freq/count, rate)

2. timing (IRT, Latency)

193
Q

What is included in Discontinuous Measurement Procedures?

A
  1. Momentary
  2. Partial
  3. Whole
194
Q

Discontinuous Measurement Procedures are measured with ________

A
  1. long durations of time
  2. high rate behaviors
  3. measured in discrete trial
  4. measured in percentage
195
Q

Free operant behaviors

A

DISCRETE beginning, middle & end

196
Q

Continuous behaviors

A

humming
on-task behaviors
cooperative play

197
Q

Why are discontinuous measurement procedures used with discrete trial?

A

Because you are dividing the trials/intervals that you observed in order to get a percentage

198
Q

Trial by trial is used in _________

A

Discrete trial training

199
Q

How often and when should IOA be obtained?

A

During each phase of a study
Distributed across days, times of day, settings & observers
Minimum of 20% of sessions

200
Q

Receptive language skills

A

Listener responding

201
Q

Skill acquisition

A

Graph on cumulative graph

Assess & teach using a Multiple probe

202
Q

Cumulative graph

A

Use with skill acquisition

Example: client is learning sight words, then you can graph how many they learn each day

203
Q

Changing criterion

A

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
Q

Simultaneous

A

Happens at the same time

  1. Concurrent
  2. Alternative
  3. Conjunctive
205
Q

Successive

A

One after the other

  1. Multiple
  2. Mixed
  3. Chained
  4. Tandem
206
Q

Self evaluation

A

Self assessment

207
Q

In stimulus prompts, an AKA for Redundancy is __________

A

Pairing

208
Q

Matching to sample

A

if client errors, DON’T prompt, start new trial

209
Q

On a bar graph you can only see the ______.

A

level

use bar graph to measure the mean score

210
Q

Line graph

A

AKA:

  1. cartesian plane
  2. frequency polygon
211
Q

Lines in graph

A

Solid lines = Major changes

Dashed lines = Minor changes

212
Q

The steeper the slope, the ______________

A

higher response rate

213
Q

Level measures _________

A

How much has the behavior changed?

214
Q

Variability measures ________

A

How consistent is the change that is taking place?

215
Q

When first taking on a client, you should ____________

A
  1. provide them with your contact info
  2. discuss cost of services
  3. how to discontinue services
  4. how to file a complaint
216
Q

Incidental teaching is used to teach ___________

A

verbal behavior (AKA communication skills)

217
Q

Overgeneralization

A 
behavior is under a stimulus class that is too broad. 
the response is occurring under the correct stimulus and incorrect stimulus
218
Q

What should be included in a behavioral goal?

A
  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
Q

After conducting an indirect & direct assessment, what do you do next?

A

analyze the data to create a hypothesis
THEN
test the hypothesis using a FA

220
Q

What is included in a FA?

A

Contingent Escape
Contingent Attention
Alone
Play

221
Q

Intervention goals should include…..

A
  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
Q

Procedural integrity should be implemented ________

A

on each component of an intervention

223
Q

What can you teach if you want to teach stimulus equivalence?

A

Match to sample

224
Q

What should be included in an experimental question/statement?

A

IV
DV
Participants
Setting

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