Test 1 Flashcards
1
Q
all models talk about
A
- cause
- assessment
- intervention
- evaluation
2
Q
evaluation can use
A
- case studies
- correlations
- experimental
3
Q
behavioral dimensions
A
- frequency
- intensity
- latency
- duration
- topography
- locus
4
Q
latency
A
how long it takes to respond to the stimulus
5
Q
duration
A
how long does the behavior last
6
Q
topography
A
what does the behavior look like
7
Q
locus
A
where the behavior occurs
8
Q
conceptual model
A
a group of related assumptions regarding the cause of behavior and how we might intervene
9
Q
4 criteria used to evaluate models
A
- inclusive
- verifiable
- predictive utility
- parsimonious
10
Q
inclusive
A
describe the bulk of human behavior
11
Q
verifiable
A
can it be proven? testability
12
Q
predictive utility
A
how likely something is to occur in a situation
13
Q
parsimonious
A
simplest explanation that gets the job done
14
Q
biophysical explanation
A
- genetic and hereditary effects
- biochemical explanations
- brain damage
15
Q
genetic and hereditary effects
A
chromosomal abnormalities, inherited behavioral patterns
i.e. twin research, down syndrome
16
Q
biochemical explanations
A
excessive or deficiencies of various substances
think graph with behavioral levels vs biochemical levels
17
Q
brain damage
A
loss of oxygen, injury, depending on where damage occurs easier it is to find behavioral differences
i.e. WWI soldiers
18
Q
developmental explanations
A
predictive patters of development, attempts to explain human behavior based on fixed developmental sequence
Sigmund Freud- first to talk about early experiences on ager behaviors
19
Q
behavior understanding progression
A
stimulus
response
consequence
personal attributes
20
Q
Pavlov
A
classical conditioning (emotional learning) -S -> R
21
Q
Skinner
A
first to measure what we see
22
Q
positive reinforcement
A
stimulus that increases probability of behavior
23
Q
negative reinforcement
A
removal of a negative stimulus that increases the probability of a behavior (if you do your homework you don’t have to take out the garbage)
24
Q
punishment
A
stimulus that decreases the probability of behavior
25
extinction
withdrawal of rewards that is maintaining something
26
Bandura
social learning
-P -> S -> R ->C
person features- change behavioral pattern (mood)
27
behavior explanation
behavior is learned, result of consequences
28
goals of behavioral objectives
statements of program intent -> where do we want this to go, NOT how we are going to get there
- based on evaluation
- observable and quantifiable
29
behavioral objective
A statement that communicates a proposed change in behavior. It describes a level of performance and serves as a basis for evaluation
30
reasons for behavioral objectives
- clarifies goals of behavioral-change program
- a clearly stated target for instruction facilitates effective programming by the teacher and others
- assists in the evaluation of progress
- allows for continuous monitoring of progress
31
what to look at when setting goals
- persons past rate of performance
- occurrence of interfering behaviors
- does the person have the prerequisite to achieve it?
- functional utility-- can they use it
32
formative evaluation
evaluate as things change
33
summative
final product
34
pinpointing
refine broad generalizations into specific, observable, measurable behaviors
what is the student doing?
what do you want them to do?
35
components of behavioral objectives
- identify learner
- identify target behavior
- identify conditions under which the behavior is to be displayed
- identify criteria for acceptable performance
36
identify target behavior
- consistency in observation of behavior
- confirmation by a third party
- facilitates continuity of instruction
observable, measurable, repeatable
defined functionally or topographically
37
identify criteria
accuracy, duration, latency
38
identify conditions
- antecedent stimuli
- stage for appropriate behavior/response
- - verbal requests
- -written instruction
- -environment/setting
39
the three ?'s for behavioral objectives
- can you count it? YES
- will a stranger know what to look for? YES
- can you break the target behavior down into smaller components? NO
40
purpose of data collection system
- determine as accurately as we can the effects of a particular strategy or intervention
- allows for ongoing and summative evaluation
- keeps us accountable
41
anecdotal data collection
- written
- as complete description as possible
- does not identify predefined target behavior
- used primarily for analysis, not evaluation
42
anecdotal recording
ABC chart
43
when do we use anecdotal recording
- when there is no starting point
| - if something else has failed
44
positives and negatives of anecdotal recording
positive:
- looks at patterns
- works for looking back at dates/times
negative:
- doesnt show positives
- misses the cause
- misses measurable data
45
permanent product recording
- tangible items of environmental effects -> record to look back at later
- outcome recording
- i.e. exam in class
46
positives and negatives of permanent product recording
positives:
- durability -> you can look back at it later
- you can get frequency, possibly topography
negative:
- does not tell us about process (how you get to the end point)
47
event recording
- directly and accurately reflects the number of times a behavior has occurred
- how often the behavior occurs within a given time period
48
behaviors have to be _____ for event recording
- discrete ->clear beginning and end
- at a reasonable frequency
- short duration
49
interval recording
- defines a specific time period during which the target behavior will be observed
- AT ANY TIME DURING THE INTERVAL
- think about touching nose example from class
50
when to use interval recording
- when behavior is high frequency
- behaviors are not discrete
- long duration behaviors
51
partial interval
has to occur at least once during interval
52
whole interval
behavior happens for whole interval
53
time sampling recording
- time divided into equal intervals
- record at the END of intervals
- may miss many behaviors
- ex look up every 10 minutes, is behavior occurring?
54
duration recording
- primary concern is length of time a student engages in behavior
- start time, stop time
55
latency recording
- how long a student requires to begin performing a behavior after request or a cue
- need to have clear established request
56
reliability
accuracy of data from several observers at the same time
- A/A+D=_____%
- A= number of times both observes see same thing
- D= number of times observer sees different things
57
reactivity
presence of an observer
58
observer drift
change the stringency of applying definition
59
complexity
more complex, the more difficult
60
expectancy
preconceived notions
61
interobserver reliability
multiple, simultaneous observations that validate data collection
62
abscissa
x-axis
63
ordinate
y-axis
64
group design
comparing large groups of people
65
single-subject design
level of analysis down to individuals
66
dependent variable
behavior targeted for change
67
independent variable
how we try and change the behavior
68
confounding variable
alternative explanations -> think reading program is working when really child got new glasses when improvement started
69
functional relationship
showing that one thing impacted the other thing as much as possible
70
steps for single subject designs
1. gather baseline data
| 2. treatment or intervention
71
gathering baseline data
descriptive function- level of performance student already has
predictive function- predicts immediate future performance
72
treatment or intervention
- repeated measures of performance
| - independent variable is introduced
73
reversal design
- "withdrawal design"
- sequential application and withdrawal of intervention
- cross comparison
- A1, B1, A2, B2
74
AB design
2 phases-
A= baseline
B= intervention
75
advantages/disadvantages of reversal design
advantage- shows how one thing is related to the other, cross comparison
disadvantage- can't always stop an intervention
76
when would/wouldn't you use reversal design
when- with reward systems
| not- aggressive behaviors, ethical reasoning, skill once acquired is maintained
77
advantages/disadvantages of AB design
advantage- "quick and dirty", easy
disadvantage- does not establish functional relationship, confounding variables appear
78
when would/wouldn't you use AB design
when- problem with in our intervention and behavior is seen
79
changing criterion design
intervention subdivided into sub phases
| -break down of goal
80
when would you use changing criterion
positive incremental changes
81
multiple baseline design
can observe 2 or more behaviors, students, or settings BUT 2 of the 3 have to stay singular
82
Freud believed that normal and aberrant behavior could be explained. In what manner?
through 3 hypothetical stages
stage 1- oral: dependent/aggressive
stage 2- anal: expulsive/retentive
stage 3- phallic: gender awareness
believed if a person could not meet all the stages or regressed to stages there would be problems within the stages
83
Lewin's theory on a person's life space
people need to accept external stimuli into their "life space" and that a person could develop or regress depending on their life space.
84
why is it necessary to use an operational definition?
contains an agreed-upon decryption of observable and measurable characteristics of the targeted behavior
85
identify components of the response hierarchy
1. acquisition
2. fluency
3. maintenance
4. generalization
86
acquisition
the learning or development of a skill or habat
87
fluency
the rate at which the behavior is performed, as well as the rate the student is accurately performing the newly acquired response
88
maintenance
the ability to perform a response over time without reteaching- post check ups
89
generalizations
being able to take the skill and use it under conditions different from those during acquisition of the skill
90
3 purposes for using graphs
1. they provide a means for organizing data during collection process
2. make it possible for formative eval and on going effectiveness of an on going intervention
3. useful for communication among many different people
