unit 1 Flashcards by Dixie Lay

Type of work conducted in early behavior

analysis

Topography-based bx

modification/management

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Populations served in early behavior analysis

Prisoners; severe autism, mental

retardation, schizophrenia

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Conducted the early applications of behavior

analysis

Behavioral experimental psychology

graduates

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Used by ABA pioneers to evaluate

effectiveness in the real world

Early applications of EAB

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Year ABA was formalized

1968

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Caused the drift to behavior modification and

management

Institutional need for “behavior modifiers

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Approach used by behavior modifiers

“Topography-based” behavior reduction

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Focuses only on problem bx

Behavior management

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Cook-book approach
Topography-based
Technologist
Procedures at the core

4 characteristics of behavior

modification/management

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Individualized
Function-based
Analysts
Basic principles at the core

4 characteristics of behavior analysis

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Minimizes achieving meaningful outcomes
Minimizes access to reinforcers
Maximizes contact with punishers
May result in restricted access to community

4 characteristics of problem behavior

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Rate (too high)
IRT (too short)
Duration (too long)
Severity/intensity (too high)
Wrong place, situation, or time

5 parameters of problem behavior

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Model for treating problem bx based on form

of the bx

Topography-based treatment model

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Delivered aversive & restrictive punishers
Used artificial & arbitrary reinforcers
Used thinned reinforcement schedules

4 characteristics of topography-based

treatment procedures

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“One-size fits all” approach

Cook-book approach

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Taught non-functional incompatible

behaviors

Topography-based DRI

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Alternative bx benefited caregivers and not

client

Topography-based DRA

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Contingent relations not broken
Bx did not maintain or generalize
Problem bx hidden under tight stimulus
control

3 limitations of the topography-based

treatment model

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Model for treating problem bx based on the

function

Function-based treatment model

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An appropriate form of communication is

taught to replace problem bx

Functional Communication Training (FCT)

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FCT – Stage 1

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Conduct a functional assessment or analysis

FCT – Stage 2

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Train and differentially reinforce a

communicative response

FCT – Stage 3

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Transfer control to real-life settings and

persons

More specific words taught and results in a

larger speaker repertoire

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Mand training

Incorporate multiple trainers & settings Include like stimuli Sequential modification

3 strategies for promoting generalization in | FCT

Is our subject matter bx alone?

No; includes operants, respondents, | contingencies, functional relations

Are the “functions of bx” only “attention, tangibles, escape, and automatic reinforcement”?

No; typical statements about “function” are | oversimplifications

Should antecedents have only a first name?

No; antecedents only exist in relation to | consequences (last name)

Can we neglect context?

No; behavior changes in relation to context

Are we effective if we only change behavior?

No; change real-world contingencies to | achieve meaningful outcomes

Manipulation of a stimulus produces a | reliable & predictable change in a response

Functional relation

Probabilistic Nonlinear Complex Allows for predictions

4 characteristics of functional relations

Not cause-and-effect or deterministic

Functional relations are probabilistic

Compared to nonlinear equations in calculus

Functional relations are nonlinear

Functional relations change with respect to | context

Functional relations are complex

What an organism “does” and “why”

Everyday usage of the term function

A mathematical relation between stimulus | classes and response classes

Scientific usage of the term function

Problem with using the “everyday definition | of function”

Practitioners use teleological explanations

One event depends on another

Contingency

Derive effects on bx from a past history of | differential availability with a consequence

Discriminative stimuli

Derive effects on bx from their value-altering | effect on consequences

Motivating operations

Consequence leads to the development of | that discriminative stimulus

Last name of discriminative stimuli

The consequence whose value is being | altered

Last name of motivating operations

Behavior modification was a general term for

Working in all types of target behavior

Behavior management refers to

Working on the problem behavior

Potential problems with DRO

DRO Does not reinforce alternative appropriate behavior DRO Is a punishment based procedure DRO Is a procedure to reinforce dead person behavior

General term for procedures for treating problem behavior

Decelerative procedures Contingency breaking procedures Replacement procedures

And evidence-based practice shown to reduce problem behavior by replacing it with an appropriate communication that is reinforced with the same consequence that maintains problem behavior

FCT

The effects of antecedents are dependent upon the relation to

Consequences

The pioneers of ABA used the methods of EAb to

Figure out what to do and evaluate the effectiveness of their procedures

When implementing FCT as outlined by tiger Hanley and Bruzek

Problem behavior should be placed on extinction, choose an alternative response for problem behavior that results in the same reinforcer that maintains the problem behavior, choose an alternative response for problem behavior that is recognizable form of communication

In behavioral analysis functional relations are between

Stimulus classes and response classes

unit 1 Flashcards

(52 cards)