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ABA Flashcards

1
Q

Description

A

a collection of facts about the observed events that can be quantified, classified and examined for possible similarities to other known facts
Collection of details to explain the behavior
Quantifiable
Hasn’t happened, just have the information
Provides information that can be turned into a hypothesis
Most basic level of scientific understanding

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2
Q

Prediction

A

after repeated observation reveal that events can consistently result in accurately anticipating an outcome
Knowing the outcome before it happens
Finding a connection between what is observed

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3
Q

Control

A

a specific change in an event can produce an alternative event, the change is only because of one factor that was altered.
Scientific manipulation to change events
Highest level of scientific understanding

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4
Q

Selectionism

A

all organisms naturally evolve through their learning history and evolutionary development. Individually and as a species
Everyone grows and learns as life goes on.

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5
Q

Ontongeny

A

how the environment changes an individual through their lifetime
Environmental changes throughout life
Learning history effect on development
Selection by consequences

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6
Q

Phylogeny

A

the natural evolution of a species survival characteristics
Survival of the fittest
Evolutionary effect on development
All members of the species generally share the same unconditioned reinforcement and punishment

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7
Q

Determinism

A

Events that occur in an orderly and predictable manner
Predictable life events,
Lawful order of things.
Egg: seasons, functions of behavior,

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8
Q

Empiricism

A

observations of events in our environment, using information only from one of the five senses.
Facts and observations of life
No mentalism
The data doesn’t lie
Objective

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9
Q

Experimentation

A

requires the manipulation of independent variables to see the effects on the dependent variable in order to demonstrate a functional relationship.
Manipulate variables and measure

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10
Q

Parsimony

A

ruling out all the simple, logical explanations before considering the more complex or abstract ones
Start off easy, if not go to more complex
Think doctors’ diagnosis, don’t give the scary, deadly, diagnosis, when it could be the simple, easily treatable one.

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11
Q

Replication

A

the repeating of already completed experiments in order to determine the reliability and usefulness of findings.
Repeating a study
Checking reliability

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12
Q

Philosophical Doubt

A

continue to question the truth of what is considered as fact. Having an open, very critical mind about everything, all the time.
Second guess everything!!

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13
Q

Pragmatism

A

the philosophical attitude that something has value, or is true, to the extent that it leads to successful outcomes when practically applied
It’s true if it works.
Think of testing a hypothesis, if it works its true, if it doesn’t work, its not true

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14
Q

Radical Behaviorism

A

a branch of behaviorism that includes thoughts and feeling in addition to the observable behavioral events.
Far-reaching or thoroughgoing
All about the mentalistic language

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15
Q

Behaviorism

A

philosophy of the science of behavior. Emphasizes objective methods of investigation and is rooted in assumption that behavior results from interactions of environment and individual variables.
Behavior is from individuals’s interactions with their environment.
Philosophy

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16
Q

Experimental Analysis of Behavior (EAB):

A

the scientific study of behavior for its own sake
Animals
Not studies using humans!

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17
Q
A
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17
Q

Applied Behavior Analysis:

A

application of behavioral principles to human subjects as it relates to areas that matter to people.
How it applies to humans!
If it mentions research with human participants!
Use of interventions

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18
Q

Practice Guided by the Science of Behavior Analysis:

A

delivery of interventions to clients that are guided by the principles of behaviorism and the research of experimental analysis of behavior an applied behavior analysis
Not research,
the delivery of interventions.
***Questions will say that the subject isn’t a BCBA or behavior analyst, but know some concepts.

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19
Q
A
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20
Q

Generality:

A

Behavior that lasts over time, appears in environments other than the one it was taught in, spreads to other behaviors not taught by interventions
Behavior needs to occur consistently in all situations, not just where and how it was taught
Continues past teaching
Response generalization
Pivotal behaviors
Behavior cusps
Maintenance

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21
Q

Effective:

A

Behavior that changes in a practical manner that results in clinical or social significance
Goals should connect to clients culture/community
Effective fore clients surroundings

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22
Q

Technological:

A

all procedures of an intervention, data and results of an experiment or study are clearly outlined in detailed so they can be understood, replicated and implemented by anyone with the prerequisites skills
Give all the details so nothing is assumed
Task analysis
Can it be replicated by someone else
List:
Process of intervention,
Graphing
Data collection process
Not the definition of the behavior

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23
Q

Conceptually Systematic:

A

All procedures used in practice should be related to the basic behavioral principles of behavior analysis from which they were derived
Include all principles of ABA and research behind it.
Includes definitions/terms that are connected.
Fails if not a proven method of ABA

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Applied
the commitment to supporting improvements in people’s behaviors to enhance their quality of life Knowing importance of behavior to client and community Why does the client benefit from the intervention? Social behaviors are fluent, not scripted/ faked. No unnecessary programs
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Analytic:
the demonstration of a reliable functional relationship between environmental changes and target behavior changes. Making data- drive decisions Check the data!!! Don't make changes if data shows that it works, Is the intervention working?? internal/ external validity
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Behavioral:
observable and measurable behavior should be the focus of our work Observable and measurable!!! Not just any behaviors Focusing on the definition of the behavior Violates this dimension if talks of emotions or internal events
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Behavior:
an organisms’s interactions with the environment Deadman test- if a dead person cannot do it, it’s behavior If a deadman can do it, its not behavior. Breathing, crying, reading, taking something off a shelf Lying on a table.
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Response
a specific instance of a behavior Reaction Smiling when told to “say cheese.” responding to a question
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Response Class
A group of responses that produce the same effect on the environment Several behaviors with the same function Text, snap, insta or facebook DM- all contact the person
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Topographical Response Class
a group of responses that all take the same form, but may vary in result of the behavior
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Functional Response Class
This group of responses that may vary in form, but have the same result Response Generalization
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Stimulus
events in the environment that affect the behavior of an individual. Or an energy change that affects an organism through its receptor cells. Has an effect on behavior Red means stop, triggers,
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Stimulus class:
A group of stimuli that are similar along one or more dimensions Group for stimuli
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Formal Class
share physical features Topography- color, shape, size, location
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Temporal Class
share “time in relation to the behavior” Antecedents - questions must specify its “at the same time” before the behavior
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Functional Class
share function of behavior Consequence- question must specify it is the same as result of the behavior.
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Feature Class
generalize one response to multiple stim Stimulus generalization
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Arbitrary class
get’s a similar response, even without a similar feature Vegetables, fruits, don’t look the same but fall under the same random category
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Operant conditioning
Consequences that result in an increase or decrease in the frequency in the same type of behavior under similar conditions. Focuses on the consequences of the behavior (conditioned response) Paired with history of reinforcement/ punishment Mainly what we do Memory help- you fall off a roof and have to have an operation. the operation is a consequence of your behavior and effects your behavior in the future. Or operates based on consequences. Idk it helped me tell the two apart. They be very similar Holds maintenance
40
Respondent Conditioning
a learning process where in which a previously neutral stimulus acquires the ability to elicit a response. Classical conditioning Pavlovian Neutral stimulus -> makes it have a response Pavlov and his dog When trying to get the neutral stimuli to start eliciting the unconditioned responses, it’s most effective when neutral stimuli is presented just before or at the same time as unconditioned stimulus. Neutral stimulus can become a conditioned stimulus by pairing with a conditioned or unconditioned stimulus. Just needs to pair properly. Unless I constantly keeping up the pairing, it won't last. No maintenance
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Negative Reinforcement
a response is followed by the removal of a stimulus that results in an increase in behavior under similar circumstances Remove a stimuli = increase to behavior Removing aversive stimuli like a sound, or leaving a loud room Saying “No” or “all done” increase that behavior if you are removed from the annoying thing. Escape or avoidance. Both result in an increase in behavior. Questions need to specify that there was an increase in the behavior
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Positive Reinforcement
a response is followed by the presentation of a stimulus that results in an increase in behavior under similar circumstances Add a stimuli = increase to behavior Have a cup of coffee adds to your energy level Access to ipad increase independent toileting
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Fixed Ratio(FR):
an intermittent schedule of reinforcement where reinforcement is provided after a fixed number of responses occur Same number of responses = reinforcement Token economy Clients can know how much work they need to do to get a reinforcement Post reinforcement pause FR1= continuous reinforcement
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Fixed Interval(FI)
an intermittent schedule of reinforcement where reinforcement is proved after a fixed amount of time Same amount of time= reinforcement Timer Client can figure out how much time is needed to get reinforcement. Scallops. Post reinforcement pause
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Variable Ratio(VR)
a intermittent schedule of reinforcement is provided variable after an average amount of responses are emitted Average number of responses= reinforcement Client doesn't “know” when reinforcement arrives encourages MO to keep working Strongest reinforcement schedule No post reinforcement pause Must have one correct response within ratio.
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Variable Interval(VI)
a schedule of reifnorcment is provided variable after an average amount of time has elapsed Average amount of time = reinforcement Second strongest reinforcement schedule Must have one correct response within the time limit
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Compound- 2 or more schedules of reinforcement in place Multiple:
two or more schedules, not at the same time. There is a clear SD for client to know which schedule they are on Same as mixed, with SD
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Mixed
two or more schedules, not at the same time. There is no clear SD for client to know which schedule they are on Same as multiple without an SD
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Concurrent
client is presented with two or more schedules and they chooses which one they do. Matching law Typically the easier one Behavior goes where reinforcement flows.
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Tandem
two or more schedules of reinforcement back to back. No clear indication when one schedule is over and the new one began Same as chained but without an SD
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Chained
two or more schedule of reinforcement back to back. With a clear SD when one schedule is over and the new one begins. Same as tandem but with an SD
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Alternative schedule:
Two or more schedules of reinforcement. Reinforcement is given when requirements for either a ratio schedule or interval schedule is met
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Conjunctive Schedule:
Two or more schedules of reinforcement. Reinforcement is given when requirements for both a ratio schedule and interval schedule are met.
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Non Contingent Reinforcement:
a strategy where ongoing, brief reinforcement is delivered independent of the students behavior, Quality time with parents every day so that kid doesn’t get upset when parent has to leave for work.
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Positive Punishment
the presentation of a stimulus follows a response, which then results in a decrease in the future frequency of the behavior Add stimuli = decrease in behavior Spraying water on an animal, being yelled at. LAST RESORT. Can yield unwanted side effect- see H5
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Negative Punishment:
the removal of a stimulus follows a response, which results in a decrease in the future frequency of the behavior Removal of stimuli = decrease in behavior Removing reinforcer due to behavior. Response cost programs Clients need opportunities to “earn back” reinforcers that are removed. Can't take anything away if “there's nothing left to lose.” Both result in a decrease in behavior. Questions need to specify that there was a decrease in the behavior
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