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aba > 40-Hour Training > Flashcards

40-Hour Training Flashcards

1
Q

What are the 7 dimensions of ABA?

A

Applied, Behavioral, Analytic, Technological, Conceptual, Effective, Generality.

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2
Q

In the 7 dimensions of ABA, what does APPLIED mean?

A

The intervention deals with a problem of social importance.

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3
Q

In the 7 dimensions of ABA, what does BEHAVIORAL mean?

A

Changes can be observed and measured.

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4
Q

In the 7 dimensions of ABA, what does ANALYTIC mean?

A

Interventions can be objectively demonstrated as the cause for a change in behavior.

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5
Q

In the 7 dimensions of ABA, what does TECHNOLOGICAL mean?

A

Intervention is described well.

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6
Q

In the 7 dimensions of ABA, what does CONCEPTUAL mean?

A

Intervention is based on specific theory.

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7
Q

In the 7 dimensions of ABA, what does EFFECTIVE mean?

A

Produced robust and important effects.

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8
Q

In the 7 dimensions of ABA, what does GENERALITY mean?

A

The intervention is designed to operate in a new environment and continue effects after formal treatment.

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9
Q

What are the 2 types of reinforcement?

A

Positive: a stimulus is provided.
Negative: the removal of an aversive circumstance.

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10
Q

What is a deprivation state?

A

The person cannot have something they want, whenever they want it.

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11
Q

What is the difference between a primary and secondary reinforcer?

A

The primary reinforcer has a natural value, like food and drinks. The seconday reinforcer’s value needs to be taught, like money.

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12
Q

What are the different types of punishment?

A

Positive: a stimulus is provided which reduced behavior.
Negative: something is taken away.

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13
Q

What is the 3-term-contingency?

A
  • ANTECEDENT: happens before a behavior.
  • BEHAVIOR: a result of the antecendent.
  • CONSEQUENCE: the result of the behavior.
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14
Q

What is a discriminative stimuli (SD)?

A

A stimuli designed to evoke an individual to engage in a particular behavior. If the reinforcer is given immediately, a connection is made between the SD and the reinforcer.

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15
Q

How is a discriminative stimuli (SD) different from an antecedent?

A

An antecedent can simply exist in the environment. It may or may not encourage the desired behavior.

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16
Q

How do motivating operations (MO) influence consequences?

A

MO’s can increase or decrease a consquence. Ex: Being hungry makes food more motivating.

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17
Q

What is functional communication training?

A

Teaching individuals to replace challenging behaviors with communication.

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18
Q

What are the steps of functional communication training?

A
  1. Identify the function.
  2. Identify a communication behavior that served the same function.
  3. Identify the easiest communication method.
  4. Teach the learner.
  5. Reinforce.
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19
Q

What is task analysis?

A

Breaking a skill down into component parts.

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20
Q

What are the steps of shaping?

A
  1. Precicely define the behavior to be shaped.
  2. Identify reinforcers.
  3. Start plan at or just above learner’s level.
  4. Identify increments.
21
Q

What are reinforcement strategies?

A
  • Prompts
  • Punishers
  • Reinforcers
22
Q

What is differential reinforcement?

A

Encouraging behaviors alternative or incompatible with the problem behavior.

23
Q

What are the 3 types of differential reinforcement?

A
  • Differential reinforcement of ALTERNATIVE behavior (DRA).
  • Differential reinforcement of INCOMPATIBLE behavior (DRI).
  • Differential reinforcement of OTHER behavior (DRO).
24
Q

What is shaping?

A

Successive approximations of a large behavior.

25
Q

What is extinction?

A

Ignoring a behavior to reduce it. Preventing any reinforcement for a behavior.

26
Q

What is escape extinction?

A

Denying any opportunity for the individual to escape.

27
Q

What is an extinction burst?

A

A behavior temporarily increases before it starts to decline.

28
Q

What is an extinction burst?

A

A behavior temporarily increases before it starts to decline.

29
Q

What is response blocking?

A

Blocking the individual from harming themselves while providing no verbal and minimal visual feedback.

30
Q

What is stimulus control?

A

Occurs when an individual behaves one way in the presence of a stimulus and another way in its absence. If the behavior occurs as a result of the stimulus presented, it can be said that stimulus control exists between the stimulus and the behavior.

31
Q

What does operant conditioning teach?

A

Operant conditioning teaches that consequences exert control over whether a behavior occurs again.

32
Q

What is a distant antecedent?

A

Distant antecedents set the occasion of the display of the behavior or determine if the reinforcer will be effective. Some can be categorized as motivating operations.

33
Q

Can distant antecedents have stimulus control?

A

Yes.

34
Q

What is stimulus discrimination training?

A

The development of stimulus control, teaching what is intended.

35
Q

What is a stimulus delta? S(delta)

A

The stimulus delta is not intended to evoke the behavior. It can be used as a distractor. Ex: colored cards.

36
Q

What are stimulus classes?

A

A set of stimuli that shares a common attribute. Ex: the concept of “red.” Several items that are red must be used as stimuli to evoke the correct response to the SD: “touch red.”

37
Q

When does stimulus equivalence occur?

A

When a response occurs correctly in the presence of stimulus the individual has not been trained or reinforced with.

38
Q

What are the 3 types of stimulus equivalence?

A
  • REFLEXIVITY: stimulus is matched to a target response with a stimulus delta present. Ex: A=A
  • SYMMETRY: stimulus and response can be reversed. Ex: A=B, untrained B=A
  • TRANSIVITY: occurs as a result of training 2 other stimulus relations. Ex: A=B, B=C, untrained A=C
39
Q

What is stimulus salience?

A

Important or prominent stimulus in the environment. Ex: SD is delivered by a familiar RBT, the individual responds well. If the familiar RBT is not present, the child does not respond very well.

40
Q

What is masking?

A

When one variable blocks the individual from responding to the intended stimulus. Masking helps decrease STIMULUS SALIENCE.

41
Q

What is overshadowing?

A

When a stimulus is designed to help interfere with another stimulus. Overshadowing helps decrease STIMULUS SALIENCE.

42
Q

What is prompt dependency?

A

When the individual becomes dependent on the prompt.

43
Q

What are the two types of prompt fading?

A
  • MOST-TO-LEAST PROMPT FADING: moving from most intrusive to least intrusive prompts.
  • LEAST-TO-MOST PROMPT FADING: moving from least intrusive to most intrusive prompts.
44
Q

Define: Fixed Ratio

A

Reinforcement schedule. Reinforcer is delivered after a fixed # of correct responses.

45
Q

Define: Fixed Interval

A

Reinforcement schedule. Reinforce when behavior occurs for a certain amount of time.

46
Q

Define: Variable Ratio

A

Reinforcement schedule. Reinforce after unpredictable # of responses, occurs based on average amount of times behavior is displayed.

47
Q

Define: Variable Interval

A

Reinforcement schedule. Reinforce after unpredictable time, occurs based on average amount of time behavior occurs.

48
Q

What are the 4 types of reinforcement schedules?

A
  • Fixed Ratio (FR#)
  • Fixed Interval (FI#)
  • Variable Ratio (VR#)
  • Variable Interval (VI#)
49
Q

What is a continuous reinforcement schedule?

A

Reinforcement is provided every time the behavior is exhibited (FR1).

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