Trainee Manual Flashcards
(82 cards)
1
Q
3 Branches of the science of behavioral analysis
A
Applied Behavior Analysis, Experimental Analysis of Behavior, & Behaviorism
2
Q
What is ABA?
A
Applied Behavior Analysis: A systematic approach to understanding behavior of importance; the application of behavior analytic principles to improve socially important behaviors.
3
Q
5 Components of Good Teaching
A
- Provide motivation
- Give clear and accurate feedback
- Provide Assistance when necessary
- Develop Independence
- Individualizes Teaching
4
Q
Edward Thorndike
A
Cat & Puzzle Box
Law of effect, Law of Recency
5
Q
Ivan Pavlov
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Pavlov’s Dogs:
Classical Conditioning, Respondent Conditioning, Systematic Desensitization
6
Q
John Watson
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Baby & White Rats:
Father of Behaviorism, Conditioned Emotional Responding, Psychology of Behavior, Analysis of Language
7
Q
B.F. Skinner
A
Operant Conditioning, Satiation and Deprivation, Shaping Behavior, Analysis of Verbal Behavior
8
Q
Baer, Wolf, & Risley
A
7 Dimensions of Behavior Analysis
9
Q
7 Dimensions of Behavior Analysis
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- Applied
- Behavior
- Analytic
- Technological
- Conceptually Systematic
- Effective
- Generality
10
Q
7 Dimensions: Applied
A
Socially significant to the learner
11
Q
7 Dimensions: Behavior
A
What can you do; What the learner can do observable and measurable
12
Q
7 Dimensions: Analytic
A
Exercise control over the environment
13
Q
7 Dimensions: Technological
A
Describe the behavior and interventions in a way that others can understand
14
Q
7 Dimensions: Conceptually Systematic
A
Understand the principles
15
Q
7 Dimensions: Effective
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Make a meaningful change that is efficient
16
Q
7 Dimensions: Generality
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Ensure that skills can be generalized across people, environments, and stimuli
17
Q
14 Aspects of Clinical Judgement
A
- Interfering behaviors
- Functions of behavior (2+)
- Attentiveness
- Receptivity
- Calm v. Agitated
- Responsive
- Recent performance
- Past performance
- Motivation
- Non-verbal behavior
- Staff skill level
- Child’s persistence
- Child’s health
- Operant v. Respondent
18
Q
RBT Requirements
A
- 18 years old
- High School Diploma/equivalent
- Pass a criminal background check
- Complete 40-hour training
- Pass competency-based assessment
- Pass RBT Examination
19
Q
Responsibilities of an RBT
A
- Provide direct instruction to the client
- Working in schools
- Working in group homes
- Communicate with caregivers
- Can help with the training of staff
20
Q
Behavior
A
What we do that you can see
21
Q
Response
A
any specific instance of behavior
22
Q
Response Class
A
Group of responses with the same function
23
Q
Repertoire
A
all of the behaviors that someone can do
24
Q
Environment
A
real-world circumstances around someone while they’re behaving
25
Stimulus
Any change in energy that affects an organism
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Stimulus Class
any group of stimuli sharing common elements
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Antecedent
what happened before the behavior occurred
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Consequence
what happens after the behavior
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Respondent
involuntary behaviors following an antecedent
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Respondent conditioning
new stimuli acquire the ability to elicit respondents
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Habituation
diminishing response to a repeated stimulus
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Operant
influenced by stimulus changes that have followed the behavior in the past
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Free Operant
any dimension of behavior that we can measure
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Three Term Contingency
ABC: Antecedent > Behavior > Consequence
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Establishing Operation
increase in reinforcing effectiveness of some stimulus, object, or event. An increase in the current frequency of behavior that has been reinforced by some stimulus, object, or event
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Pivotal Behavior
Behavior that, once learned, produces corresponding modifications or covariations in other adaptive untrained behaviors.
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Behavioral cusp
behavior that opens us up to other behaviors that access reinforcement
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Multiple Exemplar Training
practice with a variety of stimuli
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Verbal Behavior
First defined by Skinner as "behavior of an individual that has been reinforced through the mediation of another person's behavior. Involves interaction between Speaker and Listener
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Speaker
Gain access to reinforcement and control their environment through the behavior of listeners
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Listener
Must learn how to reinforce the speaker's verbal behavior, meaning that listeners are taught to respond to words and interact with speakers
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4 Main Classes
1. Echoic
2. Tact
3. Mand
4. Intraverbal
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Echoic Class
The stimulus is auditory and the response is speaking (echoing what one hears)
Ex: Saying "red" after someone says "red"
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Tact Class
The response is controlled primarily by an immediate prior nonverbal stimulus.
Ex: Saying "ball" because you see a ball
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Mand Class
Response form or topography is controlled by a current unlearned or learned establishing operation (EO).
Ex: Saying "pizza" because you want pizza
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Intraverbal Class
The response is form is controlled by (1) a verbal stimulus with which (2) the response does not have point-to-point correspondence
Ex: Saying "pizza" when someone says "What do you want to eat?"
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Textual Class
Verbal operant that has point-to-point correspondence but no formal similarity between the stimulus and the response product.
Ex: Saying "table" because you see the written word "table"
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Transcription/Talking Dictation Class
Spoken verbal stimulus controls a written, typed, or finger-spelled response.
Ex: Writing "bear" because you hear the word "bear"
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Autoclitic
Verbal behavior that is dependent on other verbal behavior and changes its effect on a listener
Ex: in "I think that is a cat" "I think" is the autoclitic (compare to "that is a cat")
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Private event
Those events that take place within an organism's skin or are otherwise only accessible to the organism.
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Convergent Multiple control
Multiple variables control one response
| Ex: "Grab me water" / "I could go for some water"
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Divergent multiple control
One specific variable could result in multiple responses
| Ex: "grab me water" (goes to water fountain and fills cup) or (goes to gas station and buys water)
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Baseline
The rate, duration, latency, etc. of the behavior of interest prior to the manipulation of the environment.
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Confounding Variable
Uncontrolled variables known or suspected to exert an influence on the dependent variable.
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Internal validity
Experiments that show convincingly that changes in behavior are a function of the independent variable and are not the result of uncontrolled or unknown variables are said to have a high degree of internal validity
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External validity
the degree to which a study's results are generalizable to other subjects, settings, and/or behaviors.
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Reinforcement
If a behavior is followed closely in time by a stimulus event and as a result the future frequency of that type of behavior increases in similar conditions
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Positive reinforcement
When a response is followed by the presentation of a stimulus, and, as a result, similar responses occur more frequently
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Negative reinforcement
The occurence of a response produces the removal, termination, reduction, or postponement of a stimulus, which leads to an increase in the future occurrence of that response.
Ex: breaks, removal of chores
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Unconditioned Reinforcers
A stimulus change that can increase the future frequency of behavior without prior pairing with any other form of reinforcement
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Conditioned reinforcers
A previously neutral stimulus change that has acquired the capability to function as a reinforcer through stimulus-stimulus pairing with one or more unconditioned reinforcer or conditioned reinforcer
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Generalized Conditioned Reinforcers
This is a reinforcer that has been created by being paired with many other conditioned and unconditioned reinforcers. They do not depend on current Establishing Operations for it to be an effective reinforcer.
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DRA
Differential Reinforcement of Alternative Behavior
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DRO
Differential Reinforcement of Other Behavior
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DRL
Differential Reinforcement of Low Rates
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DRI
Differential Reinforcement of Incompatible Reinforcement
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DRH
Differential Reinforcement of High Rates
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DRD
Differential Reinforcement of Diminishing Rates
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Automatic Reinforcement
A behavior reinforcement that occurs without the presentation of consequences by other people
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Premack Principle
First... Then...
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10 variables that affect reinforcement
1. Motivation
2. Immediacy
3. Setting an easily achievable initial criterion for reinforcement
4. Using high-quality reinforcers of sufficient magnitude
5. Using direct rather than indirect reinforcement contingencies when possible
6. Combining response prompts and reinforcement
7. Reinforcing each occurrence of the behavior initially
8. Using contingent attention and descriptive praise
9. Gradually increasing the response-to-reinforcement delay
10. Gradually shifting from contrived to more naturally occurring reinforcers
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Continuous Reinforcement
Reinforcing the targeted response after every occurrence
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Intermittent Reinforcement
Reinforcing the targeted response occasionally
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Four Basic Schedules
1. Fixed-Interval
2. Variable-Interval
3. Fixed-Ratio
4. Variable-Ratio
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Fixed-Interval Schedule
- Time Based
- Time period is fixed
- Reinforcer delivered contingent upon the first behavior following the time period
- Results in a scallop pattern of responding (more responses as time period elapses)
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Variable-Interval Schedule
- Time based
- Time period is variable
- Reinforcer delivered contingent upon the first behavior following the time period
- Results in a consistent rate of responding
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Fixed-ratio
- Response based
- Requires the completion of a specified number if responses to produce a reinforcer
- Results in rapid rates of responding
- Also referred to as "continuous"
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Variable-ratio
- Response based
- Requires completion of a variable number of responses to produce a reinforcer
- Results in rapid rates of responding
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Formal Preference Assessments
- Multiple types
- Systematic procedure
- Done prior to teaching
- Preference is highly correlated with reinforcers
- Usually inform reinforcers for teaching
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Informal Preference Assessments
- Not done prior to teaching
- Providing choices during teaching
* important for patients that cannot indicate what they are interested in.
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Informal Interviews
- Interviewing the student, teacher, or caregivers
- Face-to-face or filling out an assessment
- Generates a list of POTENTIAL reinforcers
- Provide choice
- Shown to be unreliable
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Free Operant Preference Assessment
- Free access to a variety of stimuli for a duration of time
- No stimuli are removed
- Record duration or interaction/engagement with each item
- Provides a hierarchy of preferences
- Shorter than formal preference assessments
- Results in lower levels of aberrant behavior
