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BCBA > 08. Behavior Change Procedures > Flashcards

08. Behavior Change Procedures Flashcards

1
Q

2 Types of Models

A
  1. Planned Models

2 Unplanned Models

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2
Q

Planned Models

A

Pre-arranged antecedent stimuli that help learners acquire new skills

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3
Q

Unplanned Models

A

Occur in every day social interactions

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4
Q

Imitation Training

A

Teaching an individual how to imitate, “do what the model does”

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5
Q

5 Steps of Imitation Training

A 
Assess and teach prerequisites.
Select models for training 
Pretest 
Sequence models for training 
Implement Imitation Training
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6
Q

Imitation Training (4-steps)

A

Pre-Assessment
Training
Post-Assessment
Probes for imitative behavior

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7
Q

Shaping

A

A process involving systematically and differentially reinforcing successive approximations to a terminal behavior

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8
Q

Successive Approximation

A

The sequence of a new response class that emerges during the shaping process as a result of differential reinforcement

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9
Q

Response Differentiation

A

A behavior change produced by differential reinforcement

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10
Q

2 Types of Shaping

A
  1. Across Response Topographies (behaviors remain a member the same response class)
  2. Within Response Topographies (another measurable dimension of the behavior is changed)
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11
Q

Shaping versus Fading

A

Both change behavior gradually, but shaping by changing response requirements and fading, bu changing antecedent stimuli

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12
Q

Guidelines for Shaping

A
  1. Assess terminal behavior and available resources
  2. Select the terminal behavior
  3. Determine criterion for success
  4. Analyze the response class
  5. Identify the first behavior to reinforce
  6. Eliminate Interfering and Extraneous Stimuli
  7. Proceed with gradual stages
  8. Limit the number of approximations at each level
  9. Continue reinforcement when the terminal behavior is achieved.
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13
Q

Behavior Chain

A

A specific sequence of discrete responses associated with a particular stimulus condition, where each response and the associated stimulus condition serve as an individual component of the chain.

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14
Q

3 Characteristics of a Behavior Chain

A
  1. Performance of a specific set of discrete responses
  2. The performance of each response changes the environment in such a way that it produced conditioned reinforcement
  3. The response in the chain must be completed in the correct order and close in time.
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15
Q

Behavior Chain with a Limited Hold

A

The chain must be performed correctly and within a certain time

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16
Q

Single Opportunity Method

A

Assess an individual’s ability to perform each behavior in the task analysis in correct sequence

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17
Q

Multiple Opportunity Method

A

Evaluates the individual’s baseline level of mastery across all behaviors in the task analysis

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18
Q

4 Behavior Chain Methods (FBBLAT)

A

Forward
Backward
Backward with Leap Aheads
Total Task

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19
Q

Backward Chaining with Leap Aheads

A

Same protocol as backward chaining but not every step in the TA is trained, some steps are simply probed

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20
Q

Total Task Chaining

A

A procedure in which every step in he TA is taught to the individual during every session

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21
Q

Interrupting or Breaking Behavior Chains

A

A method designed to lesson behavior by unlinking one element of the chain from the next so that one link no longer serves as an SD or conditioned reinforcer for the next link

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22
Q

Behavior Chain Interruption Strategy (BCIS)

A

Chain is interrupted at a predetermined step so a different behavior can be emitted.

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23
Q

Differential Negative Reinforcement of Incompatible/Alternative Behaviors

A

Terms that are sometimes used to refer to DR procedures that specifically involve escape as the reinforcer

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24
Q

3 Methods of Increasing Duration of DRO Intervals

A
  1. Constant amount of time
  2. Proportionately
  3. Session-to-Session change based on the performance of the individual each session
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25
Q

Full Session DRH/DRD/DRL

A

Reinforcement is delivered at the end of a session, if during the entire session the target behavior occurred at a number equal to or below the predetermined criterion

26
Q

Ethics Warning: DRH/DRD/DRL

A

Takes time to implement, do not use for behaviors that need a speedy decrease
DRD/DRL: Do not use with dangerous behaviors

27
Q

Contingency Dependent

A

The antecedent is dependent on the consequence of the behavior for developing evocative and abative effects

28
Q

Contingency Independent

A

The antecedent is not dependent on the consequences of behavior for developing evocative and abative effects

29
Q

3 Antecedent Interventions

A
  1. Noncontingent Reinforcement
  2. High Probability request Sequence
  3. Functional Communication Training
30
Q

Why use NCR?

A

Reinforcers that maintain the behavior are freely and readily accessible in NCR, but does not teach new behavior

31
Q

3 Components of Contingency Contracts (Behavior Contracts) (BRD)

A

1) Behavior clearly described
2) Reward clearly described
3) Data: Behaviors data

32
Q

Group Contingencies

A

A common consequence is contingent on the behavior of 1 member of the group, part of the group, or the whole group.

33
Q

3 Types of Group Contingencies (DII)

A

Dependent Group Contingency
Independent Group Contingency
Interdependent Group Contingency

34
Q

Dependent Group Contingency

A

The group’s reinforcer is dependent on the behavior of an individual or small group of individuals

35
Q

Independent Group Contingency

A

All members of a group are offered a contingency, but only those who meet the contingency earn reinforcement

36
Q

Ethics Warning: Dependent Group Contingency

A

Choose students who can realistically meet the criteria otherwise the group may react negatively

37
Q

Interdependent Group Contingency

A

In order for the group to earn reinforcement, all of the individuals in a group must meet the criterion of the established contingency

38
Q

Good Behavior game

A

The group is divided into 2 or more teams and a DRL is implemented in an attempt to decrease challenging behavior. The group that has the lowest behavior wins.

39
Q

Good Student Game

A

Designed to be implemented during independent seatwork periods when challenging behaviors tend to arise.

40
Q

Self-Management

A

Employment of behavior analytic interventions to the behavior of oneself

41
Q

Antecedent-Based Self-Management Tactics (6)

A
  1. Manipulating MO’s
  2. Providing Response Prompts (cues)
  3. Performing Initial Steps of a behavior Chain
  4. Removing materials required for undesired behavior
  5. Limiting undesired behavior to restricted stimulus conditions
  6. Dedicating a specific environment for a behavior
42
Q

Self-Monitoring

A

Procedure in which a person observes their own behavior systematically and records occurrence or nonoccurrence of behavior

43
Q

Self-Evaluation

A

Comparison of an individuals performance by him/herself with a pre-determined criterion

44
Q

Self-Administered Consequences

A

Providing small and easy consequences for self after reviewing, self-monitoring data

45
Q

Self-Instruction

A

Self-generated verbal response, covert or overt, that functions as a response prompt for a desired behavior

46
Q

Habit Reversal

A

A multi-component treatment package for reducing unwanted habits that involves identifying events that precede a target behavior and engaging in competing responses

47
Q

Self-Directed Systematic Desensitization

A

Substituting one behavior for unwanted behavior

48
Q

Massed Practice

A

Forcing oneself to perform an undesired behavior repeatedly

49
Q

Ethics Warning: Massed Practice

A

Making a person engage in an undesired behavior repeatedly can be dangerous

50
Q

2 Types of Prompts

A
  1. Response Prompts

2. Stimulus Prompts

51
Q

Response Prompts

A

Act on the response itself, not on the antecedent stimuli (verbal, model, physical prompts)

52
Q

Stimulus Prompts

A

Stimulus prompts act on the antecedent stimuli and not on the response (Movement, position, etc.)

53
Q

4 Ways to Remove Response Prompts (MLGD)

A

Most-to-Least prompting
Least-to-Most Prompting
Graduated Guidance
Delayed Prompting

54
Q

2 Ways to Remove Stimulus Prompts

A

Fading and Shaping

55
Q

5 ABA Instructional/Educational Methodologies

A
  1. DTT
  2. Incidental Teaching
  3. Direct Instruction
  4. Precision Teaching
  5. Personalized System of Instruction
56
Q

Precision Teaching

A

A formal, individualized ABA instructional method that emphasizes rate building, charting performance, ad designing and implementing teaching that reinforcers the emission of each specific behavior under all conditions in which it is expected to occur

57
Q

Principles to Precision Teaching (4)

A
  1. It is the teacher’s responsibility to ensure student success.
  2. Focuses on directly observable behavior
  3. The measure of performance is frequency
  4. Uses a standard celeration chart.
58
Q

Personalized System of Instruction (PSI)

A

An ABA instructional methodology characterized by self-pacing, use of proctors, unit master, emphasis on the written word, and motivation lectures.

59
Q

Personalized System of Instruction (PSI) Guidelines

A
  1. Self-paced
  2. Unit mastery is 90%
  3. Written materials, no lectures
  4. Proctors used frequently
  5. Lectures used more for reinforcement
60
Q

Response Deprivation Hypothesis (RDH)

A

A model for predicting whether contingent access to one behavior with function as reinforcement for engaging in another behavior

61
Q

Imitation (FMIC)

A

Formal Similarity
Model
Immediacy
Controlled Relation

BCBA (12 decks)

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