ABA

Question 1

Description

Answer 1

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

Question 2

Prediction

Answer 2

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

Question 3

Control

Answer 3

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

Question 4

Selectionism

Answer 4

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

Question 5

Ontongeny

Answer 5

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

Question 6

Phylogeny

Answer 6

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

Question 7

Determinism

Answer 7

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

Question 8

Empiricism

Answer 8

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

Question 9

Experimentation

Answer 9

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

Question 10

Parsimony

Answer 10

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.

Question 11

Replication

Answer 11

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

Question 12

Philosophical Doubt

Answer 12

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!!

Question 13

Pragmatism

Answer 13

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

Question 14

Radical Behaviorism

Answer 14

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

Question 15

Behaviorism

Answer 15

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

Question 16

Experimental Analysis of Behavior (EAB):

Answer 16

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

Question 17

Applied Behavior Analysis:

Answer 17

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

Question 18

Practice Guided by the Science of Behavior Analysis:

Answer 18

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.

Question 20

Generality:

Answer 20

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

Question 21

Effective:

Answer 21

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

Question 22

Technological:

Answer 22

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

Question 23

Conceptually Systematic:

Answer 23

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

Question 23

Applied

Answer 23

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

Question 24

Analytic:

Answer 24

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

Question 25

Behavioral:

Answer 25

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

Question 26

Behavior:

Answer 26

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.

Question 27

Response

Answer 27

a specific instance of a behavior
Reaction
Smiling when told to “say cheese.” responding to a question

Question 28

Response Class

Answer 28

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

Question 29

Topographical Response Class

Answer 29

a group of responses that all take the same form, but may vary in result of the behavior

Question 30

Functional Response Class

Answer 30

This group of responses that may vary in form, but have the same result
Response Generalization

Question 31

Stimulus

Answer 31

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,

Question 32

Stimulus class:

Answer 32

A group of stimuli that are similar along one or more dimensions
Group for stimuli

Question 33

Formal Class

Answer 33

share physical features
Topography- color, shape, size, location

Question 35

Temporal Class

Answer 35

share “time in relation to the behavior”
Antecedents - questions must specify its “at the same time” before the behavior

Question 36

Functional Class

Answer 36

share function of behavior
Consequence- question must specify it is the same as result of the behavior.

Question 37

Feature Class

Answer 37

generalize one response to multiple stim
Stimulus generalization

Question 39

Arbitrary class

Answer 39

get’s a similar response, even without a similar feature
Vegetables, fruits, don’t look the same but fall under the same random category

Question 39

Operant conditioning

Answer 39

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

Question 40

Respondent Conditioning

Answer 40

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

Question 41

Negative Reinforcement

Answer 41

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

Question 41

Positive Reinforcement

Answer 41

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

Question 42

Fixed Ratio(FR):

Answer 42

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

Question 43

Fixed Interval(FI)

Answer 43

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

Question 44

Variable Ratio(VR)

Answer 44

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.

Question 45

Variable Interval(VI)

Answer 45

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

Question 46

Compound- 2 or more schedules of reinforcement in place
Multiple:

Answer 46

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

Question 47

Mixed

Answer 47

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

Question 49

Concurrent

Answer 49

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.

Question 50

Tandem

Answer 50

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

Question 51

Chained

Answer 51

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

Question 52

Alternative schedule:

Answer 52

Two or more schedules of reinforcement. Reinforcement is given when requirements for either a ratio schedule or interval schedule is met

Question 52

Conjunctive Schedule:

Answer 52

Two or more schedules of reinforcement. Reinforcement is given when requirements for both a ratio schedule and interval schedule are met.

Question 53

Non Contingent Reinforcement:

Answer 53

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.

Question 54

Positive Punishment

Answer 54

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

Question 55

Negative Punishment:

Answer 55

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