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BEH 5049 > Unit 8 > Flashcards

Unit 8 Flashcards

1
Q

Function-based treatment

A

Directly targets the function of the behavior

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2
Q

Behavior plan includes information about

A

Conceptually systematic and approved behavioral treatment protocols

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3
Q

Best practice

A

Validated by reliable research and accepted as the professional standard

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4
Q

Direct supports

A

Individuals/entities regularly supporting the client

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5
Q

Indirect supports

A

Individuals/entities assisting outside the service-delivery context

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6
Q

Formal behavior plan:

What is it?

A

Permanent clinical record

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7
Q

Formal behavior plan:

What does it describe (2)?

A

(1) Behavior
(2) Planned intervention

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8
Q

Step-by-step intervention plan:

What is it?

A

Short version of formal behavior plan

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9
Q

Step-by-step intervention plan:

What does it describe?

A

Specific treatment protocols in nontechnical language

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10
Q

Formal behavior plan:

Rationale section (2)

A

(1) Why the individual needs services
(2) Broad service goals

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11
Q

Formal behavior plan:

Consumer profile section (4)

A

(1) Consumer’s background
(2) Preferences
(3) Living and vocational status
(4) Success/failure factors

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12
Q

Formal behavior plan:

Diagnoses and medical information section

A

Medical issues related and unrelated to behavior plan

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13
Q

Formal behavior plan:

Functional assessment procedures section (2)

A

(1) Functional assessment processes used
(2) Brief assessment synopsis

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14
Q

Formal behavior plan:

Problem behavior section (2)

A

(1) Target behaviors for reduction
(2) Clear operational definitions for each

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15
Q

Formal behavior plan:

Likely reinforcers section

A

Activities, conditions, edibles, items that will likely function as reinforcers

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16
Q

Formal behavior plan:

Replacement behavior section

A

Replacement skill targeted for strengthening

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17
Q

Functionally equivalent behavior

A

Replacement behavior shares same function as reduction target

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18
Q

Nonfunctionally equivalent behavior

A

Replacement behavior does not share same function as reduction target

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19
Q

Formal behavior plan:

Intervention section (2)

A

(1) Procedures for reducing problem behavior
(2) Increasing skills (including replacement behavior)

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20
Q

Formal behavior plan:

Response measures section

A

Quantification of target behavior and ongoing tracking and evaluation

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21
Q

Reliability check

A

Measure of agreement between two observers observing the same behavior

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22
Q

Formal behavior plan:

Training section

A

Who, what, where, when, and how of training

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23
Q

Formal behavior plan:

Monitoring plan & treatment integrity checks section (2)

A

(1) Accuracy of implementation
(2) Effectiveness of assessed program

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24
Q

Formal behavior plan:

Generalization and maintenance section:

A

How to fade treatment and eliminate the need for services

25
Q

Service authorization

A

Formal approval to provide behavioral services

26
Q

Service authorization:
Required by…

A

Funding sources paying for services

27
Q

ABA flowchart

A

Shows sequence of events during behavior plan implementation

28
Q

Implementation

A

Putting the program procedures into effect

29
Q

Implementation:

Best accomplished through

A

A clearly written set of task-analyzed procedures

30
Q

Program meetings:

Who attends?

A

Behavior analyst, behavior technicians, and caregivers

31
Q

Program meetings:

What happens? (2):

A

(1) Review progress
(2) Solve program implementation problems

32
Q

Troubleshooting

A

Systematic search for problem and solution

33
Q

Peer review committee:

Who sets it up?

A

State, institution, or agency

34
Q

Peer review committee:

What does it do?

A

Provides review, feedback, oversight, and approval for behavior programs

35
Q

HRC stands for

A

Human rights committee

36
Q

HRC:

What they protect

A

Consumer’s basic, constitutional, and legal rights

37
Q

HRC:

What they do

A

Review and approve or reject service plans

38
Q

Restrictive procedures

A

Limit or control an individual’s rights in some way

39
Q

Function-based treatment:

Way it works (3)

A

(1) Eliminates the SR contingency
(2) Alters the MO
(3) Establishes new behavior with the SRcontingency

40
Q

Behavior maintained by social positive reinforcement:

Common treatments (3)

A

(1) Extinction
(2) Differential reinforcement
(3) NCR

41
Q

Behavior maintained by social negative reinforcement:

Common treatments (3)

A

(1) Extinction
(2) Differential reinforcement
(3) Antecedent-based interventions

42
Q

Behavior maintained by automatic reinforcement:
Common treatments (3)

A

(1) Extinction
(2) Differential reinforcement
(3) Competing stimuli

43
Q

Treatment suitability is determined by

A

Client characteristics, topography, and function of problem behavior, context, and resources, treatment fidelity, preferences

44
Q

Influences behavior plan structure and content

A

(1) Best practice standards
(2) Legal/administrative requirements

45
Q

Behavior plan:

Documents included (2)

A

(1) Formal behavior plan
(2) Step-by-step intervention plan

46
Q

Formal behavior plan:

Types of monitoring (2)

A

(1) Implementation accuracy
(2) Program effectiveness

47
Q

Step-by-step intervention plan:

Characteristics (3)

A

(1) Written in everyday language
(2) Functions as a task analysis of plan procedures
(3) Instructs implementers on what to do and not do

48
Q

Interviews, case management meetings, observations, and probes are examples of

A

Ways to troubleshoot in ABA

49
Q

When prior approval is required to implement (2)

A

(1) Restrictive program procedures
(2) Dangerous consumer behavior

50
Q

Examples of restrictive procedures

A

Punishment, negative reinforcement, deprivation of certain stimuli, restraint

51
Q

Extinction of SR+

A

Non delivery or termination of
attention or tangible item
- Highly Effective
- Potential for behavior to worsen before it gets better
- Restricts access to SR+
- High-level integrity required,
but may be difficult

52
Q

DRO for SR+

A

Delivery of attention or tangible item for the absence of responding
- EXT component
- SR+ component
- No functional replacement skills taught
- High-level integrity required

53
Q

DRA for SR+

A

Delivery of attention or tangible item for appropriate alternative
response
- Functional alternative to SIB
- High-level integrity required

54
Q

NCR for SR+

A

Delivery of attention or tangible item independent of SIB
- Ease of implementation
- No functional replacement skills taught

55
Q

DNRO

A

Provide functional reinforcer contingent on absence of problem behavior for a specified amount of time

56
Q

DNRA

A

Provide escape from, or avoidance of, aversive stimulus contingent on an appropriate alternative response
- With or without EXT

57
Q

Antecedent-Based Interventions (3)

A

1) NCE
2) Demand (or instructional) fading
3) Curricular (or instructional) revision

58
Q

NCE

A

Escape or break from aversive stimulus on time-based schedule independent of responding
- Initial schedule: Usually dense
- Increase time between reinforcer deliveries

59
Q

Demand (or instructional) fading

A

Aversive stimulus removed and then gradually reintroduced contingent on low levels of problem behavior

BEH 5049 (7 decks)

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