UNITS 1-9 Flashcards
(381 cards)
1
Q
Reasons for selecting target behavior x2
A
Helps individuals achieve outcomes
Behavior deficit makes the person too dependent on others
2
Q
Problems with behavior x5
A
Can’t do: Skill deficit
Problem with strength
Won’t do
Does, but only under limited circumstances
Does at the wrong time or in the wrong place
3
Q
Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group
A
Adaptive Behavior
4
Q
Tasks fo which the person has met the performance criteria set for the specific task within specific conditions
A
Mastered tasks
5
Q
Examples of Assessments used to identify skills to target for acquisition
A
VB-MAPP
Essentials for Living
The MOVE Curriculum
6
Q
Antecedent stimulus correlated with the availability of reinforcement. Stimulus that should, after teaching, evoke the correct or appropriate response
A
Discriminative Stimulus
7
Q
SD
A
Discriminative Stimulus
8
Q
Antecedent stimuli that may temporarily increase or decrease the value of a reinforcer and evoke behavior that has resulted in that reinforcer previously
A
Motivating Operations
9
Q
MO
A
Motivating Operation
10
Q
Supplementary antecedent stimuli used to evoke a correct response in the presence of an EO or Sd that will eventually control behavior
A
Prompts
11
Q
Consequent stimuli or schedules of presentation that may result in the learner making the correct or an appropriate response more frequently
A
Artificial consequences and schedules
12
Q
The presentation or removal of a stimulus following a response, that increases (or maintains) the future frequency of that response
A
Reinforcement
13
Q
Reinforcement should be used to x3
A
Get behavior going
Strengthen a dimension of an already acquired skill
Keep behavior going (maintenance)
14
Q
Using Positive Reinforcement x4
A
Identify appetitive stimuli (potential reinforcers)
Collect baseline data
Deliver the appetitive stimulus contingent upon the target response
Continue to collect data
15
Q
Using Negative Reinforcement x4
A
Identify aversive stimuli/condition
Collect baseline data
Remove the aversive condition contingent upon the target response
Continue to collect data
16
Q
Consequence delivered after every response. Typically used to build or strengthen a skill
A
Continuous Schedules (FR1)
17
Q
Consequence delivered after some number of responses, time or interval. Typically used to maintain behavior over time
A
Variable Schedules
18
Q
Patterns of behavior produced on fixed schedules
A
Unsteady responding (pause and burst)
19
Q
Pattern of behavior produced on variable schedules
A
Steady responding
20
Q
Produce higher rates of responding
A
Ratio Schedules
21
Q
Very high rates of responding
A
Fixed Ratio
22
Q
Scalloped responding
A
Fixed Interval
23
Q
High steady rates
A
Variable Ratio
24
Q
Low to moderate steady rates of responding
A
Variable Interval
25
Prompts may be given when x2
Before a response begins to occur or during a response cycle to aid the performance of the behavior
26
Prompts are used x4
In skill acquisition programs
To evoke a low-probability behavior
To evoke a chain of behavior by prompting the first step (response priming)
To prompt behaviors incompatible with an inappropriate behavior
27
Operate directly on the response (type of prompt)
Response Prompts
28
Types of response prompts
Verbal
Modelling
Physical
29
Operate directly o the antecedent task stimuli to cue a correct response in conjunction with the critical SD
Stimulus prompts
30
Item being taught placed closer to the student
Position Cue
31
Pointing to, tapping, touching, looking at item being taught
Movement Cue
32
One or more stimulus/response dimension paired with correct choice
Redundancy of antecedent stimuli
33
Response prompt if the prompt operates on the response and stimulus prompt if the prompt operates on an antecedent stimulus
Gestural Prompt
34
A technique used to gradually transfer stimulus control from supplementary antecedent stimuli (prompts) to naturally occurring EO's and/or discriminative stimuli
Fading
35
Procedures fo fading response prompts
Most to least prompts(fading out)
Least to most prompts (fading in)
Time delay (constant or progressive)
Graduated Guidance
36
Hand over hand assistance and the combined use of physical prompting and fading, resulting in a systematic gradual reduction in the intensity or intrusiveness of the physical prompt
Graduated Guidance
37
A single movement can be taught without breaking it down into smaller steps
Single Response Skill
38
Requires breaking down the skill into multiple steps or responses to effectively teach it
Multiple Response Skill
39
Providing a reinforcer when the correct or an appropriate response occurs and not doing so when it does not occur or another response occurs
Differential Reinforcement
40
When the correct or an appropriate response begins to occur, gradually provide less prompts and an additional level of differential reinforcement
Prompt Fading
41
Using differential reinforcement to produce a series of gradual changing response classes. Reinforcement is provided when closer approximations to the correct response occurs
Shaping
42
Highlighting a physical dimension (e.g. color, size, position) of a stimulus to increase the likelihood of a correct response
Stimulus Fading
43
Functions as an abolishing operation and abates problem behavior. Evokes appropriate behavior
Effects of stimulus fading on a problem behavior
44
Use an initial stimulus shape that will prompt a correct response
Stimulus Shape Transformations
45
Breaking down a chain into its component responses
Task Analysis
46
Developing a TA x3
Perform the task or watch someone perform the task
Write down each individual step in sequence
Perform or have someone perform a task according to the steps listed
47
Types of Chaining Procedures x4
Backward Chaining
Backward Chaining with leaps ahead
Forward Chaining
Total Task Chaining
48
The responses in the chain are taught, one at a time, in the same order as they naturally occur
Forward Chaining
49
The responses in the chain are taught, one at a time, but beginning with the last step in the chain
Backward Chaining
50
Advantages of backward chaining
The learner contacts the natural reinforcement contingencies in every learning trial
51
Same as backward chaining except some steps are skipped and probed instead
Backward Chaining with leaps ahead
52
Advantages of backward chaining with leaps ahead
May reduce training time
53
All steps are trained in a learning trial
Total Task Chaining
54
Total task chaining seems to work best with learners with an:
Imitative Repertoire
55
Procedures for teaching response chains x4
Chaining
Modelling
Instructions (oral/written)
Behavioral Skills Training
56
Process that consists of reinforcement and extinction that may result in either differentiation or discrimination
Differential Reinforcement
57
Two Operations of Differential Reinforcement
Reinforcement
| Extinction
58
Results when differential reinforcement consists of reinforcing one response while placing a second response on extinction
Differentiation
59
Results when differential reinforcement consists of reinforcing a response when certain stimuli are present and not reinforcing the same response when those stimuli are not present
Discrimination
60
Both the SD and the Sdelta stimulus conditions are presented to the learner at the same time
Simultaneous Discrimination Training
61
Only one antecedent (Sd or Sdelta) is presented to the learner in a given trial
Successive Discrimination Training
62
Reinforce a response in the presence of a stimulus, but not in the absence of that stimulus
Discrimination Training
63
A situation in which the frequency, latency, duration or amplitude of a behavior is altered by the presence or absence of an antecedent stimulus
Stimulus Control
64
Discrimination training results in:
Stimulus Control
65
An antecedent stimulus that evokes the imitative behavior
Model
66
Prearranged antecedent stimuli that facilitate new skills
Planned models
67
All antecedent stimuli with the capacity to evoke imitation
Unplanned models
68
Teaching the learner to imitate or do exactly what the person providing the model is doing
Imitation Training
69
Types of imitation x3
Fine motor
Gross motor
Object imitation
70
An antecedent manipulation in which 2-5 easy/known tasks are presented in quick succession immediately prior to a difficult/high effort task or a response that is relatively infrequent
High Probability Request Sequence
71
Following directions or complying with requests of others
Listener Responding
72
The parts of items and description of items
Feature
73
The actions that typically . go with the items or what one does with the items and classes
Function
74
The group(s) the items belong to
Class
75
Procedure in which the prompt is provided right away
Errorless Learning
76
Different reinforcers are provided in a discrimination task each of which is correlated with a given stimulus
Differential Outcomes Procedure
77
Differential outcomes can be effective in:
Difficult discrimination tasks
78
Antecedents are presented; teacher waits for the learner to respond, learner responds, and teacher provides consequence contingent on the learner's response
Discrete Trial Teaching
79
An antecedent stimulus that sets the occasion for the learner's response
A response by the learner
A teacher provided consequence for the learner's response
Components of a Discrete Trial
80
Programming mastered items or tasks in between acquisition trials during discrete trial instruction
Task Interspersal
81
One or more cues occur or motivating operations are captured in a naturally occurring situation. Naturally occurring consequences are delivered contingent on learner's response
Incidental Teaching
82
Taking advantage of a teaching situation that arises without warning in the natural setting
Capturing
83
Setting up a pre-arranged teaching opportunity
Contriving
84
DTT often results in:
Rapid rate of acquisition
85
IT/NET often results in:
Stimulus generalization and induction
86
Two effective behavioral approaches to measure education:
Direct Instruction
| University of Kansas behavior analysis program
87
Total number of school days and hours
Available time
88
Amount of time scheduled for instruction
Allocated time
89
Number of minutes instruction is delivered
Instructional time
90
Time spent attending to ongoing instruction
Engaged (on task) time
91
The time that students actually spend learning
Academic Learning Time
92
The role of behavior analysis in education x5
Principles of Learning
The operant as the basic unit
Interactive not passive
Measurement and evaluation of educational outcomes
Developed and validated an effective technology of instructional design and instructional delivery
93
Principles of Learning
The operant as the basic unit
Interactive not passive
Measurement and evaluation of educational outcomes
Developed and validated an effective technology of instructional design and instructional delivery
The role of behavior analysis in education
94
The challenges of behavior analysis in education x7
Be clear about what is taught
Tech first things first
Stop making all students advance at the same rate
Program the subject matter
Reconsider ABA instructional technology
Determine how to cause more durable and extensive behavior change
Develop methods that teachers can and will actually use
95
Be clear about what is taught
Tech first things first
Stop making all students advance at the same rate
Program the subject matter
Reconsider ABA instructional technology
Determine how to cause more durable and extensive behavior change
Develop methods that teachers can and will actually use
The challenges of behavior analysis in education
96
Elements of the ABA approach to education 3 of 11
Clearly specified and behaviorally stated instructional objectives
Well designed curricular materials
Assessment of learner's entry skills
97
Elements of the ABA approach to education 6 of 11
Ongoing frequent direct measurement of skills
Focus on mastery
Highly Structured
98
Elements of the ABA approach to education 9 of 11
Fast paced
Systematic use of positive and corrective feedback
Supported by empirical research
99
Elements of the ABA approach to education 11 of 11
Extensively field tested and revised based on data
| Considered how realistic the procedures are for classroom practice
100
A statement of actions a student should perform after completing one or more instructional components
Behaviorally stated instructional objectives
101
Reasons for writing behaviorally stated instructional objectives x3
Guide the instructional content and tasks
Communicate to students on what they will be evaluated
Specify the standards for evaluating ongoing and terminal performance
102
Guide the instructional content and tasks
Communicate to students on what they will be evaluated
Specify the standards for evaluating ongoing and terminal performance
Reasons for writing behaviorally stated instructional objectives
103
Level of performance that meets accuracy and fluency criteria
Mastery
104
Correctness of the response
Accuracy
105
Short latency; high rate of correct responses
Fluency
106
Maintains across time even after instruction ends
Durable
107
Free of pause and false starts
Smooth
108
Can apply to the real world
Useful
109
Contextually meaningful
Socially Valid
110
Performance consistent even when there are environmental distractions
Resistant to distractions
111
The results of other students has no effect on one's score
Criterion-based evaluations
112
Student scores are based on and compared with peers' performance
Normed-referenced evaluation
113
A general pattern of responding that produces effective responding to many untrained relations
Generative Learning / Adduction
114
Teaching procedures which lead to adduction
Generative Instructions
115
Describes the emergence of accurate responding to untrained and non-reinforced stimulus-stimulus relations following reinforcement of responses to some stimulus-stimulus relations
Stimulus Equivalence
116
Types of stimulus equivalence x3
Reflexivity
Symmetry
Transitivity
117
In the absence of training and reinforcement, a learner selects a stimulus that is matched to itself (A=A)
Reflexivity
118
After learning that A=B , the learner demonstrates that B=A without direct training on that relationship
Symmetry
119
After learning that A=B and B=C, the learner demonstrates that A=C without direct training on that relationship
Transitivity
120
That smallest divisible unit of teaching; incorporates interlocking three term contingencies for both the teacher and the student
Learn Unit
121
Stages of Learning x3
Acquisition Stage
Fluency Stage
Application Stage
122
Establishing a new behavior, skill, or repertoire
Acquisition stage
123
Student practices acquired skill to increase the number of correct responses per unit of time
Fluency stage
124
Using learned material in new, concrete, and real-life situations
Application stage
125
Influences on the number of learn units x4
Wait time
Response latency
Feedback delay
Intertrial interval
126
Student variables that can influence the number of learn units delivered in a lesson
Response latency and IRT
127
Frequency of detectable responses that a student emits during ongoing instruction
Active Student Responding (ASR)
128
Passive Responding x3
Pays attention
Listens to teacher
Watches others respond
129
ASRs are correlated with x3
Increased academic behavior
Improved test scores
Reduced disruptive behavior
130
High ASR approached to Instructional Activity x5
```
Programmed Instruction (PI)
Personalized System of Instruction (PSI)
Direction Instruction (DI)
Precision Teaching (PT)
Morningside Model
```
131
Cards, signs, or items that are held up simultaneously by all students to display their response to a question, item, or problem presented by a teacher
Response Cards
132
Types of response cards x3
Preprinted selection based response cards
Preprinted selection based "pincher" response cardss
Write on response cards
133
Students respond orally in unison
Choral responding
134
Guided notes 3 of 5
Teacher prepared handout that:
Organize content
Guides the learner with standard cues for the learner to record key facts, concepts, and relationships
Provides the learner with a means of actively responding to lecture content
135
Guided notes 5 of 5
Teacher prepared handout that:
Provides a take home product for study
Keeps teacher on task during lecture
136
Involves the presentation of small frames of information, which requires a discriminated response
Programmed Instruction
137
Students achieve standards at their own pace
Personalized System of Instruction (PSI)
138
Follows a logical analysis of concepts and procedures as it presents examples and non-examples in an instructional sequence that fosters rapid concept learning
Direct Instruction
139
Focuses on learner's performances as a means to assess interventions as the frequency of responses are tracked and charted on a standardized chart
Precision Teaching
140
SAFMEDS
```
Say
All
Fast
Minute
Every
Day
Shuffle
```
141
Pre requisite skills x5
```
Pre-attending skills
Instructional control
Verbal behavior
Generalized imitation
Derived relational responding
```
142
The tendency of behavior patterns to persist once established
Behavior Momentum
143
A procedure in which a person presents a series of easy to follow requests with which the behaver has a history of compliance in a sequence and then finishes with the target request
High - P Request Sequence
144
When to use high-p request sequence: x3
Tendency to become overly prompt dependent
Too big to manage physically
Extremely sensitive to being touched
145
A behavior change that has consequences for the organism beyond the change itself, some of which may be considered important
Behavior Cusps
146
Behavior, that once learned, produces corresponding modification or co-variations in other adaptive untrained behaviors
Pivotal Behavior
147
Specify contingencies
| Tell the listener what to do to gain or avoid certain consequences
Rules
148
The verbal antecedent stimulus or rule actually alters the function of other stimuli, such as a previously neutral stimulus may function as a discriminate stimulus or a reinforcer
Contingency Specifying Stimuli
149
Behavior controlled by a verbal description of a contingency
Rule-governed behavior
150
The learner emits behavior which is topographically identical or very similar to the antecedent stimuli, which consists of someone else performing a behavior, which is then imitated by the learner
Imitation
151
Imitative behavior which occurs without the person receiving training and reinforcement to imitate the specific behavior modeled
Generalized Imitation
152
Presenting a model that sets the occasion for a specific response
Imitation Training
153
Providing response prompts as needed, so the learner emits the imitative response within a designated interval
Imitation Training
154
Reinforcing the imitative response
Imitation Training
155
Uses an individual's imitative repertoire to train new behaviors or to evoke desirable behaviors occurring at a rate which is too low
Modeling (procedure)
156
Variables influencing the effectiveness of modeling x8
1. Whether or not the model's behavior is reinforced
2. The similarity between the model and the imitator
3. The physical attractiveness and prestige of the model
4. The model's emphasis of critical aspects of target behavior
5. Difficulty of the modeled behavior
6. Whether a "mastery" model is presented or a "coping" model
7. Strength of the learner's imitative repertoire
8. Motivating operations in effect with respect to the form of reinforcement available for imitating the modeled behavior
157
A training package that utilizes instructions, modeling, rehearsal, and feedback in order to teach a new skill
Behavior Skills Training (BST)
158
Four components of BST
Instructions
Modeling
Rehearsal
Feedback
159
Vocal presentation of rationale and description of jobs
Verbal Instructions
160
One of the most common procedures in staff training
Vocal Instructions
161
Instructions provided in writing
Written Instructions
162
Role-playing with trainers/trainees
Modeling
163
Often involves simulated work setting
Modeling in BST
164
Trainee rehearses skills to be learned
Rehearsal
165
Information provided to staff regarding their performance
Feedback
166
Usually comes after the skill has been demonstrated
Feedback in BST
167
How to program models/feedback
Performance based training
168
Performance based training is effective with: x3
Single client program and/or simulated clients
Actual clients
Multiple client program
169
Stokes and Baer Suggest
to program for generality
170
Provide broad range of program exemplars with which they are likely to interact "sample the instructional universe" for all skills needed
General case conditions
171
BST has been effective to teach: x7
```
Guided compliance
Discrete trial training
PECS
Functional analysis
Guarding and ambulation
Gun safety skills
Abduction prevention
```
172
Ways to conduct rehearsal/feedback: x3
Correct at the error, instruct the model and have the trainee rehearse steps correctly
At the end of the sequence, provide correction on which steps were incorrect and then instruct, model, and have trainee rehearse sequence
Correct at error or at end without rehearsal of the sequence
173
How to create instructions: x3
Choose the skill you want to teach
Create a task analysis of the skill
Turn those steps into a checklist
174
Read instructions to the trainee
Present instructions verbally
Print out and hand instructions for trainee to read
Instruction Training
175
Two or more schedules operating simultaneously but independently of each other, each for a different response
Concurrent Schedules
176
The emergence of accurate responding to untrained and non-reinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations
Stimulus Equivalence
177
Types of stimulus equivalence
Reflexivity
Symmetry
Transitivity
178
The allocation of responses to choices available on concurrent schedules of reinforcement
Matching Law
179
Rates of responding across choices are distributed in proportions that match the rates of reinforcement received for each choice-alternative
Matching Law
180
In the absence of training and reinforcement, a response will select a stimulus that is matched to itself
Reflexivity
181
A=A
Reflexivitiy
182
After learning that A=B, the learner demonstrates that B=A without direct training on that relationship
Symmetry
183
B=A
Symmetry
184
After learning that A=B and B=C, the learner demonstrates that A=C that emerges without direct training on that relationship
Transitivity
185
If A=B, B=C, then A=C
Transitivity
186
An explicitly behavioral account of human language and cognition
Provides a functional account of the structure of verbal knowledge and cognition
Relational Frame Theory (RFT)
187
Learned relational responding that can come under the control of arbitrary contextual cues, NOT solely the formal properties of relata nor direct experiences with them
Arbitrarily Applicable Relational Responding (AARR)
188
Characterizations of AARR: x3
Mutual entailment
Combinatorial mutual entailment
Transformation of stimulus functions
189
When in a given context, A is related in a characteristic way to B, and as a result, B is now related in another characteristic way to A
Mutual entailment
190
When two mutually entailed relations combine
Combinatorial mutual entailment
191
Establish what relations exists between stimuli
Contextual Cues
192
Relational Context
Crel
193
Functional Context
Cfunc
194
Qualify/quantify the specifics of a relation between stimuli
Cfunc
195
When stimuli are brought into relations - any change to stimuli then changes all others in the network
Stimulus transformers
196
Specific classes of AARR that show contextually controlled properties of mutual and combinatorial entailment and the transformation of stimulus functions, not due solely to formal properties or to direct training with the stimuli involved, but due to a history of such relational responding and the presence of contextual cues that evoke this pattern of responding
Relational Frames
197
Relating stimuli in a specifc way
Framing
198
Kinds of relational frames: x7
```
Coordination
Opposition
Distinction
Comparison
Hierarchical relations
Deictic relations
Temporal relations
```
199
Uses of RFT x13
1. Reinforcer ID
2. Observational learning
3. Joint Attention
4. Establishing mand/tact repertoires
5. Instructional Control
6. Naming
7. Reading/Spelling
8. Math
9. Syntax and grammar
10. Analogical reasoning
11. Perspective taking
12. Empathy
13. Self-directed rules
200
Teaching self-rules x3
Pliance
Tracking
Augmenting
201
Following rules because of socially-mediated reinforcement for rule-following
Pliance
202
Following rules due to a history of correspondence between the rule and the contingencies actually encountered
Tracking
203
Rules that change the function of a consequence
Augmenting
204
Skills to teach self rules x5
```
Coordination
Comparative
Temporal
Causal relational framing
Perspective taking
```
205
A procedure for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times
Differential Reinforcement of other Behavior (DRO)
206
A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction and withheld following instances of the problem behavior
Differential Reinforcement of Alternative Behavior (DRA)
207
A systematic method of assessment for obtaining information about the purpose a problem behavior serves for a person
Functional Behavior Assessment
208
An antecedent intervention in which an appropriate communicative behavior is taught as replacement behavior for problem behavior usually evokes by an establishing operation
Functional Communication Training
209
Behavior whose reinforcement is mediated by a listener
Verbal Behavior
210
Someone who engages in verbal behavior by emitting mands, tacts, intraverbals, autoclitics, and so on
Speaker
211
Someone who provides reinforcement for verbal behavior
Listener
212
Verbal Operants x6
```
Mand
Tact
Echoic
Intraverbal
Codic
Duplic
```
213
Non-verbal Operants x2
```
Manded Stimulus Selection
Manded Compliance (listener responses)
```
214
An elementary verbal operant that is evoked by an MO and followed by a specific reinforcement
Mand
215
An elementary verbal operant evoked by a nonverbal discriminative stimulus and followed by generalized conditioned reinforcement
Tact
216
An elementary verbal operant that is evoked by a verbal discriminative stimulus that does not have point-to-point correspondence with that verbal stimulus
Intraverbal
217
An elementary verbal operant involving a response that is evoked by a verbal discriminative stimulus that has point-to-point correspondence, but not formal similarity, between the stimulus, behavior, and consequence
Codic: textual
218
An elementary verbal operant involving a spoken verbal stimulus that evokes a written, typed, or finger-spelled response
Codic: Transcription
219
An elementary verbal operant involving a response that is evoked by verbal discriminative stimulus that has point-to-point correspondence and formal similarity with the response
Duplic: echoic
220
An elementary verbal operant that is evoked by a nonvocal verbal discriminative stimulus that has point-to-point correspondence and formal similarity with the corresponding response
Duplic: Copying Words
221
Verbal discriminative stimulus in the form of signs
Duplic: Imitating signs
222
Single verbal response is a function of more than one variable and what is said has more than one antecedent source of control
Multiply Controlled Operant
223
A secondary verbal operant in which some aspect of a speaker's own verbal behavior functions as an SD or an MO for additional speaker verbal behavior
Autoclitic
224
Selecting a named item or following a direction to complete a task
Manded Stimulus Selection
225
When a response form occurs reliably as one specific operant, gradually introduce the antecedent and consequence conditions of a new operant and fade the conditions of the original operant until this same response form occurs as the new operant
Transferring stimulus control from one operant to another
226
Topography-based response forms x4
Saying words
Forming gestures or signs
Writing words
Making distinctive sounds
227
Selection based response forms: x7
1. Pointing to pictures, symbols, or words on a board or an electronic device without voice output
2. Selecting pictures, symbols, or words and handing these pictures to another person
3. Touching pictures, symbols, or words on an electronic device with voice output
4. Activating a switch which selects pictures, symbols, or words on an electronic device with voice output
5. Typing letters and words
6. Making Braille patterns with a Braille writer
7. Pointing to or touching items
228
Learners will be able to acquire more skills and communicate a greater variety of messages with more detail to a smaller audience with:
Signs
229
Learners will be able to acquire fewer skills and communicate fewer and less detailed messages, but to a larger audience with:
Picture Selection
230
A document that specifies a contingent relationship between the completion of a specified behavior or task and access to a specific reward
Contingency Contract
231
Contracts are Not used for:
Skill acquisition
232
Contracts are used for:
Permanent products
233
The individual's verbal repertoire must be sufficiently advanced so that his/her behavior comes under the control of the contract
Contracts
234
Necessary elements of a contract: x4
Task
Signatures
Reward
Data collection
235
Should monitor progress of contract and provide interim rewards
Progress Record
236
The opportunity to engage in a high probability behavior contingent upon the occurrence of a low probability behavior will reinforce the low probability behavior
The Premack Principle
237
Contracting Rules: x8
1. Payoff should be immediate
2. Initially reward small approximations
3. Reward frequently with small amounts
4. Reward accomplishments, not obedience
5. Reward performance after it occurs
6. The contract must be fair, honest, and positive
7. The terms of the contract must be clear
8. Contracting methods used systematially
238
DeRisi Model (x5)
```
Date contract begins
Behavior
Amount and kind of reward
Signatures of all involved
Schedule for review of progress
```
239
Contracting Guide: x10
1. Involve the individual in some or all aspects of developing the contract
2. Select behavior - negotiate
3. Describe behavior, must be observable and measurable
4. Identify rewards
5. Identify mediator, collect data, and reward
6. Write understandable contract
7. Collect data
8. Troubleshoot the system if no improvement
9. Rewrite contract
10. Monitor, troubleshoot, rewrite for improvement
240
A contingency in which reinforcement for all members of a group is dependent on the behavior of the person within the group, a select of group members within the larger group, or each member of the group meeting a performance criterion
Group Contingency
241
Consider using group contingencies when: x4
Groups of persons share certain problem
Unrealistic to set up individual programs
Difficult to identify the person responsible for the behavior
Singling out one person to reward may cause problems with peers
242
Types of Group Contingencies: x3
Independent
Dependent
Interdependent
243
A contingency in which reinforcement for each member of a group is dependent on that person's meeting a performance criterion which is in effect for all members of the group
Independent Group Contingency
244
A contingency in which reinforcement for all members of a group is dependent on the behavior of one member of the group or the behavior of a select member within the large group
Dependent Group Contingency
245
Dependent group contingency is also known as:
Hero procedure
or
Consequence Sharing
246
A contingency in which reinforcement for all group members of a group is dependent on each member of the group meeting a performance criterion that is in effect for all members of the group
Interdependent Group Contingency
247
Advantage of Group Average
Group members may continue to work hard to meet criterion even when they see peers failing to meet the criterion
248
Disadvantage of Group Average
Some group members may become "free riders"
249
Advantage of random selection with group contingencies
As it is uncertain who will be selected as the person to be evaluated, all members may work harder and try to meet the criterion
250
Advantages of Group Contingencies: x6
1. May save time as do not need to design multiple programs
2. May be easier to implement than individualized programs
3. May work quickly
4. Takes advantage of natural peer-to-peer influence
5. Group members may encourage "hero" or all other peers
6. Groups members may discontinue reinforcing undesirable behavior of "hero" or all other peers
251
Disadvantages of Group Contingencies: x4
1. Peers may put too much pressure on the "here" or other peers
2. If the "hero" does not earn the reward or if some peers lose the reward for the group, other may retaliate
3. Can be tricky to implement successfully depending on the makeup of the group
4. May have other undesirable effects
252
Guidelines for implementing group contingencies: x6
1. Choose powerful rewards
2. Determine the behavior to be strengthened or weakened
3. Set appropriate performance criteria
4. Combine with other procedures when appropriate
5. Select the most appropriate group contingency
6. Monitor individual and group performance
253
Indiscriminable group contingency: x3
1. Can be used with independent, dependent, or interdependent group contingencies
2. Members cannot predict which group members, target behavior, settings, and/or times on which the reward will be contingent
3. Can be a powerful strategy for promoting generalization and maintenance
254
A system whereby participants earn generalised conditioned reinforcers as an immediate consequence for specific behaviors
Token Economy
255
System development for token economies: x3
Administrative issues
Ethical issues
Legal issues
256
Components of token economies:
What do we want the individual to do?
What kind of token?
What will help motivate the individual?
257
Steps in designing a token economy: x6
1. Select tokens
2. Identify target behaviors
3. Select back up items that can be exchanged for tokens
4. Establish the ratio of earning and exchanging
5. Develop procedures
6. Field testing and training
258
When selecting tokens consider:
1. Client characteristics
2. Safety of the token
3. Difficulty to bootleg
4. Durability
5. Cost
6. Ease of delivery
259
Identify target behaviors
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Mostly behaviors to accelerate
Observable
Measurable
Clearly defined
Criteria for earning token
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260
Select back up items that can be exchanged for tokens
Try natural occurring activities/events before using contrived reinforcers
If individuals can get back up reinforcers for "Free", tokens wont be as effective
Can be tangibles, activities or privileges
261
Back up reinforcers as MOs
Highly preferred back up reinforcers function as an EO for positive reinforcement
They increase the effectiveness of tokens as reinforcement
Non-preferred back up reinforcers function as an abolishing operation
262
Establish the ratio of earning
Approximately how often will you deliver tokens or each behavior
263
Establish exchange ratio and system
How many tokens are needed before they can exchange tokens
264
Develop procedures regarding
when to deliver tokens
When to exchange tokens
What happens when criteria is not met
Data collection system
265
Delivering tokens/praise
Immediately after behavior
| Use specific descriptive phrase
266
Field testing
Covertly record when tokens would have been delivered
267
Training with tokens
Train staff and participants
268
Advantages of token economy system: x6
1. Powerful behavior change system
2. Immediate delivery of reinforcement
3. Does not interrupt task or activity
4. Depth and individualization
5. Facilitate money exchange
6. Facilitates data collection
269
Disadvantages of token economy systems: x5
1. Complex and cumbersome
2. Staff intensive
3. Requires constant monitoring
4. May be unnatural or intrusive
5. System eventually requires fading
270
How to phase out token economy system: x7
1. Always pair tokens with praise
2. Gradually increase earning criteria
3. Increase cost of items
4. Switch to natural back up reinforcers
5. Fade out physical tokens
6. Reduce amount of time in effect
7. Use self monitoring and level system
271
A component of some token economy systems in which participants advance up or down throughout a succession of levels contingent on their behavior at the current level
Level System
272
Best to use level systems when: x4
1. Multiple behavior change targets
2. Behaviorally similar population
3. Similar target environment
4. Target behavior's population is controlled, somewhat, by delayed or mediated contingencies
273
Advantages of level system: x4
1. Simplifies staff training
2. Provides systematic guidelines for decisions
3. Can offset the individual differences that control decisions
4. May be used to fade out a token economy program
274
Disadvantages of level system: x3
1. Can become punitive
2. Easily misused
3. Relying on level system too much
275
The personal application of behavior change tactics that produces a desired change in behavior
Self-manangement
276
Self-management strategies: x6
1. Identify target behavior
2. Self-monitor
3. Identify discriminative stimuli and EOs
4. Arrange contingencies to suppose self-management
5. Identify immediate and delayed positive and negative consequences for engaging in the target behavior
6. Get an accountability partner
277
Self-management strategies for problem behavior: x2
1. Identify and display alternative responses that compete with and/or are incompatible with the target behavior
2. Identify private and public precursor
278
Ways to self-manage: x4
1. Providing prompts
2. Performing the initial steps of a behavior chain
3. Removing necessary items
4. Restricting stimulus conditions
279
Advantages of Self-management: x5
1. Can lead to a lasting change
2. Skills may contribute to a more efficient classroom, workplace, or home
3. Some people perform better under self-selected goals and standards
4. One of the ultimate goals of education
5. "feels good"
280
A procedure whereby a person systematically observes his behavior and records the occurrence or nonoccurrence of a target behavior
Self-monitoring
281
How to self-monitor: x3
1. Recording when the target behavior occurs
2. Data are collected as behavior occurs
3. Need to make sure monitoring is accurate
282
Self monitoring is likely to be more effective if: x3
1. The behavior is recorded immediately after it occurs
2. Effective prompts cue the person to observe and record regularly
3. Permanent product of the behavior or a record of its occurrence is made for evaluation
283
Elements of teaching self-management: x5
1. Self-selection and definition of the target behavior to be managed
2. Self-observation and recording
3. Specification of the procedures for changing the target behavior
4. Implementation of the self management strategy
5. Evaluation of the self management program
284
The effect of a stimulus on a specific response may be innate, due to the evolutionary history of that species
Phylogenic Provenance
285
The effect of the stimulus on a specific response may be learned, due to the experiential history of the individual organism in the environment
Ontogenic Provenance
286
A rule specifies a contingency.
| It may evoke or abate behavior without the behavior having to directly experience the contingency
Rule goverance
287
A sub discipline of ABA which is the application of the science of behavior
Organizational Behavior Management (OBM)
288
Guided by a single theory of human behavior and has historically emphasized identification and modification of the environmental variables that affect directly observable or verifiable employee performance
OBM
289
Components of OBM : x4
Performance management (PM)
Behavior systems analysis (BSA)
Behavior based safety (BBS)
Pay for performance
290
The management of an individual employee or a group of employees through the application of behavior principles
Performance management
291
Interventions used in PM: x5
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Goal setting
Feedback
Job aids
Token systems
Lottery systems
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292
Anything a living organism does
Behavior
293
What is left after a behavior
Result
294
Implementing behavior plans, collecting data, implementing emergency procedures
Clinical tasks
295
Variables affecting performance: x4
Antecednets
Equipment and processes
Knowledge and skills
Consequences
296
Performance monitoring: x2
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Procedural integrity(IV)
Monitoring effectiveness of behavior plan (DV integrity)
```
297
Problems with conducting monitoring: x4
Monitoring is hidden
Staff don't know why they are being monitored
Monitoring is done impolitely
Results of monitoring are not shared
298
What to do with data: x3
Reinforcement and corrective feedback for the staff member
Minimum of 4:1 instances of reinforcement to corrective feedback
Reinforcement every chance
299
Why data collection doesn't sustain: x8
1. Problematic definitions
2. Unclear roles
3. Insufficient materials
4. Insufficient training
5. Complexity of intervention
6. Failure to generalize
7. Competing contingencies
8. Staff dissatisfaction
300
Types of integrity: x3
Observation
Permanent product
Self report
301
Steps to effective performance monitoring: x5
1. Pinpoint - specify what it is the staff are supposed to be doing
2. Develop a tool that contains each component
3. The observer collects data as the staff implements a behavior plan
4. Determine if the staff meets a specified level of criteria
5. Often the target behavior can be collected simultaneously
302
Pinpoints: x3
Observable
Measurable
Reliable
303
Develop a tool:
Create a data sheet
Designate space for identifying information
List the key components for successful implementation and make room to note
Have a space to take notes
304
How often to monitor:
80% of agreement
| At least once per week
305
Increase monitoring if:
Data is being collected on a vital/dangerous problem behavior
New plan
Problems are noticed
306
When collecting data on deceleration:
Arrange observations when problem behavior is most likely
More worried about low agreement
Integrity is more important in some procedures as opposed to others
307
A change in behavior when being observed
Reactivity
308
Reducing reactivity: x5
1. Monitor frequently
2. Self-monitoring
3. Monitoring results
4. Covert monitoring
5. Using reactivity to your advantage
309
Identifying pinpoints: x3
1. Identify the biggest opportunity
2. Select a few behaviors that will have the greatest impact
3. don't overwhelm with pinpoints
310
Operational definitions: x4
1. Observable
2. Measurable
3. Reliable
4. Two or more people should be able to agree on whether or not the targets are occurring
311
Measurement dimensions: x4
Quantity
Quality
Cost
Timeliness
312
How much of something
Quantity
313
How well something is done
Quality
314
How much something costs
Cost
315
How long something takes to complete
Timeliness
316
Identifying quality: x3
1. Begin by asking managers and employees "What makes someone good at X"
2. Engage in narrative recording while interviewing management and staff members
3. Look for recurring themes, especially between managers and employees
317
Quality Assessment: x3
Examine industry standards
Observe the behavior
Surverys
318
Anchors behavior to scores. The more behavior that an individual engages in, the higher the score.
Behaviorally anchored rating scale (BARS)
319
Benefits of BARS: x3
1. Allows for easy goal setting
2. Allows for objective evaluation
3. Negates the need for other forms of performance review
320
Training:
Important for direct care staff
Should be implemented for new staff, when new plans are introduced, or when there is a skill deficit in existing staff members
Antecedent manipulation
321
Re-training:
Decide is the staff "can't do" or "wont do"
| Task clarification
322
How to train: x5
1. Provision of written description
2. Brief explanation with questions
3. Classroom training
4. Performance and competnecy based training
5. Behavioral Skills training (BST)
323
Steps for staff training: x6
1. Verbally describe skills and give a rationale
2. Provide a written description
3. Demonstrate how to perform the skills
4. Observe trainee practice the skill
5. Provide feedback on performance
6. Repeat steps 3-5 until proficiency is reached
324
(step 1) Verbally describe the skills and give a rationale:
A rationale explains why the staff will be responsible for implementing the plan.
The verbal description should be succinct but clearly explain the steps of the plan.
325
(step 2) Provide a written description:
Gives a permanent reference
Do not provide additional information outside of what has to be implemented
Consider a checklist
326
(step 3) Demonstrate how to perform the skills:
Demonstrate the skills while the employee watches
Demonstrate the skills in the natural environment when possible
It is critical to have a competent trainer in steps 3-5
327
(step 4) Observe trainee practice the skill:
Have the staff perform all aspects of the new skill in the natural environment
If not possible, consider role-playing
The trainer must observe the trainee as he/she demonstrates the skill
The trainer notes correct implementation and any mistakes
328
(step 5) Provide feedback on performance:
Provide immediate feedback following performance
Describe what was done correctly and incorrectly
Explain how to fix the incorrect elements
Answer questions
Repeat steps 3-5 until proficiency is reached:
Continue the process until the trainee can perform the skill without corrective feedback
Consider more stringent mastery criteria
329
Considerations when using classroom training
Set very clear learning objectives
Consider pre-test
Provide rationale
330
Using classroom training
Provide instruction using lecture, watching videos, internet broadcasting
Avoid passive attendance by using active student responding (ASR)
331
Role Playing:
Some skills can be acted out
One employee engages in a scripted behavior and another one completes a skill as taught
Provide feedback either during or immediately after the performance
Always have a mastery criteria
332
Video modelling x7
1. Some skills are difficult to role play, or you have a large group of trainees
2. Evaluate video models performing behavior
3. Employees evaluate correct and incorrect elements of a performance
4. While watching the videos employees evaluate the performance with assessment tools
5. Typical tools include checklists or other evaluation tools used on the job
6. Provide feedback on the accuracy of recording
7. Vary the scenarios
333
What to teach staff: x3
1. industry specific mandated information
2. Data collection and behavior plan implementation
3. ABA basics
4. Population information
334
Consists of manipulations before the behavior occurs
Antecedent based intervention
335
When to use antecedent based interventions
Role problem
Competing contingencies
Failure to generalize
336
Types of antecedent based interventions: x3
1. Job description
2. Supervisor presence
3. Job aides
337
Proper evaluation of pinpoints
Clarification of management dutires
Clarification of roles
Job description
338
May be especially helpful when reactivity is noted and/or the supervisor has been correlated with the availability of reinforcement
Supervisor presence
339
Can be used when formal training is not warranted
Job aides
340
Antecedent interventions: x4
1. Task clarifications
2. Checklists
3. Conduct a task analysis of a job duty
4. Place the tasks in order of occurrence
341
Highly detailed set of instructions of what is expected
Task clarifications
342
A list of activities in sequential order that need to be completed
Checklists
343
Why reinforcement fails: x7
1. Insincere
2. Too thin
3. Assumption of value
4. Too delayed
5. Too general
6. Non-contingent
7. Reaction from employee
344
Use for negative reinforcement: x3
Can get behavior started
| Should transfer to positive reinforcement as soon as poinpoint begins to occur
345
Performance feedback:
Positive and constructive feedback
346
Provide immediate, specific, contingent, sincere statement
Positive feedback
347
Deliver fairly and equally, based upon data. Spend time pairing yourself with reinforcement. Be sensitive to public versus private priase.
Positive Feedback
348
Characteristics of good constructive feedback: x5
1. Done in private
2. Soon after the behavior
3. Talk specifically about behavior, nothing else
4. Use "I statements"
5. Deliver when calm
349
Should always be informed about what is expected (goals) and how they are doing in relation to what is expected (monitoring and feedback)
Staff information
350
An antecedent that describes a terminal level of performance to be obtained
Goals
351
Good goals:
Difficult are achievable
Under performer control
Specific
352
Setting goals: x3
1. Set the goal and mark it on the graph
2. Obtain employee input for the goal
3. Consider sub-goals if significant improvement is required
353
Outcome management: x7
1. Identify outcome behavior
2. Specify target behavior for staff
3. Provide training
4. Monitor staff performance
5. Provide data based reinforcement for correct performance
6. Provide corrective feedback for insufficient performance
7. Evaluate the effects of supervisory procedures
354
Guidlines: x10
1. Don't threaten punishment, just implement
2. Punish the behavior, not the person
3. Punish immediately
4. Punish everytime
5. Make it clear what is expected and reinforce the occurrence
6. Continue to deliver reinforcement for appropriate behavior
7. Punish in private
8. Be consistent
9. Don't mix punishment and reinforcement
10. Use an intense punisher
355
Make sure the reinforcement procedures stay in effect and align with personnel policy. Also, obtain upper management support. Supervisors should persevere.
Disciplinary action
356
Goals of Education
To create new individuals who are capable of doing new things, not simply repeating what other generations have done.
Individuals who are creative, inventive, and discoverers.
357
Importance of Generalization
Most students with autism and severe disabilities have difficulty generalizing the skills they learn.
An effective teacher has students perform targeted skills with different instructors, cues, and materials before concluding with confidence that the student has acquired and generalized a skill
358
Continued importance of generalization
Adulthood is expressed through self-sufficiency
359
The occurrence of relevant behavior under different conditions without the scheduling of the same events in those conditions as had been scheduled in the training conditions
Generalization
360
The extent to which performance of the target behavior is improved in environments different than the original training environment
Stimulus Generality
361
The extent to which the learner performs a variety of functional responses in addition to the trained response
Response Generality
362
The extent to which the learner continues to perform the target behavior after a portion or all of the intervention has been terminated
Maintenance
363
The changes in behavior of untreated persons as a function of the treatment contingencies that are applied to the client
Generalization across participants
364
Techniques for programming the generality of behavior change: x7
1. Introduce to natural contingencies
2. Train sufficient exemplars
3. Train loosely
4. Use indiscriminable contingencies
5. Program common stimuli
6. Mediate generalization
7. Train to "generalize"
365
Introduce to natural reinforcement contingencies:
Transfer control from the trainer to stable, natural contingencies.
Accomplished by choosing behaviors to teach that will meet maintaining reinforcement contingencies after training.
366
Train suffcient exemplars: x3
1. Train in multiple settings
2. Use multiple trainers
3. Train with multiple stimuli
367
Training is conducted with relatively little control over the stimuli presented and the correct responses allowed, so as to maximize sampling to relevant dimensions to transfer to other situation and other forms of behavior
Train loosely
368
Use variable reinforcement schedules
Delay reinforcement
Hide
Use indiscriminable contingencies
369
Used to teach new skills
| Use until the data show stable responding for several days
Continuous reinforcement
370
Used to sustain/maintain intervention effects
Used after stable responding has been achieved
Can use a variable schedule to systematically fade reinforcement from continuous to intermittent
Intermittent Reinforcement
371
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Focusing training yields focused effects
Diverse training yields diverse effects
Use sufficient stimulus exemplars
Vary dimensions of antecedents
Make contingencies indiscriminable
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Training Diversely
372
Establish a response as part of the new learning that is likely to be used with other problems as well.
Language is the most common mediator
Mediate generalization
373
Reinforce generalization
| Use instructions to facilitate generalization
Train to generalize
374
Programming for generalization: x3
1. Gradually approximate the antecedent stimulus conditions of the target environment by fading in natural distracters within the training environment
2. Select antecedent stimuli for the training environments that can be altered to gradually approximate the stimuli in the target environment
3. Gradually change the nature of the consequent stimulus conditions from contrived to natural reinforcers and punishing stimuli
375
If a behavior has been maintained in two or more contexts, and a procedure that decreases the behavior (eg: DRO or extinction) is introduced in one of these contexts, the behavior may increase in the other contexts despite no changes in the contingencies in these other contexts.
Behavioral Contrast
376
The individuals we are paid to serve
Direct consumers
377
Other individuals who benefit from behavior change in clients
Indirect consumers
378
Terminating services: x3
Never abandon clients
Don't leave suddenly without adequately preparing
Start planning ahead of time and collaborate with other professionals
379
Criteria for terminating: x4
They don't need services
Client is not benefiting
Client is harmed by your service
The environment is unsafe
380
Risk-benefit analysis
The potential gain must be weighed against the risk of continuing
This is done when deciding to take a case, continue with a case, and terminate a case
381
Steps in a risk benefit analysis: x4
1. Assess risk of behavioral intervention
2. Assess the benefits
3. Discuss the analysis with involved parties
4. Decision
