ABA final Flashcards
what is a UMO
○ Are MOs that have been naturally acquired without being taught a value to them
what is an example of a UMO
thirst, hunger, tired
what is a CMO
○ MOs that one learns to place a value. Previously neutral states that have value after being paired with CMO, reinforcement, or punishment.
what are examples of CMO
a car key to turn on a car
what is a cmo-t?
transitive○ Makes something else into a reinforcement but does not change itself.
what is an example of cmo-t?
a pen and a piece of paper
what is a cmo-s?
○ Has the same effect as the MO it was paired with has
what is an example of cmo-s?
a baby being put to sleep paired with a fuzzy robe and mom
what is a cmo-r?
○ A condition or object that acquires its effectiveness as an MO by preceding a situation that either is worsening or improving (warning sign)
what is an example of cmo-r?
■ A student having an experience in a classroom when a teacher said, “lets get to work” it would serve as a warning signal and could evoke escape behavior due to the threat of difficult work to follow
what is the 4 term contingency?
eo>sd>r>sr
what are the dimensional quantities of behavior
repeatability
temporal extent
temporal locus
repeatability
instances of behavior can occur repeatedly through time
temporal extent
How much time a behavior takes up
temporal locus
At what point in time does the behavior occur
event recording
counting the number of times a specific behavior occurs within a specific time frame
duration recording
measuring the amount of time a specific behavior occurs within a specific time frame
interval recording
dividing a specified observation period into intervals of equal duration and recording if the behavior occurs during the interval
time sampling recording
dividing a specified observation period into equal intervals and recording if behavior occurred at the end of the interval
dimensions of aba
Behavioral: observable and measurable
Analytic: decisions are based on data
Technological: written description
Conceptually systematic: literature
Applied: socially significant behavior
Generality: lasts over time
Effectiveness: practical results
attitudes of science
Determinism: lawful and orderly place
Empiricism: observation and measurement
Experimentation
Replication
Parsimony: use simple and logical explanations first
Philosophical doubt: always question truthfulness
independent variable
the thing we measure and manipulate (intervention)
dependent variable
the thing we observe (behavior to change)
respondent behavior
antecedent stimuli elicits behavior
matching law
responses matches rate of reinforcement
premack principle
Some professionals will also refer to this technique as “First/Then”, “If/Then”, or “High Probability/Low Probability.”
S-R psychology
study of behavior should consist of direct observation of the relationships between stimuli and responses they evoke
frequency
how many time the behavior occurred
ex: number of times your kid asked for help on homework
rate
how many times the behavior occurred in a specified time
ex: how many times you pick at your skin in one hour
duration
how long the behavior lasts
ex: the amount of time you spent on a walk
partial-interval timing
measuring if behavior did or did not occur in specified intervals
overestimates behavior
Ex: noting when your kids argued in a 10 minute interval while doing their homework
whole-interval timing
measuring if the behavior occurred during the entire interval
underestimates behavior
ex: noting if your kid stayed on task doing homework the entire 3 minute interval
underestimates
momentary time sampling
measuring a behavior at a specific moment in time
ex: you check in with your kid every 5 minutes or so to see if they are still doing their homework
what are some common errors with measuring behavior?
human error is the most common threat to reliability and accuracy of data produced
stimulus generalization
when an antecedent stimulus has a history of evoking a response that has been reinforced in its presence. There is a tendency for similar stimuli to also evoke a response
ex: a kid sees a picture of a cat, a live cat, and a stuffed animal cat and is able to say “cat” for all of them
stimulus control
Defined as a change in operant behavior that occurs when either an SD or S^ is presented.ex: a child says dog in the presence of a dog but does not say dog when in the presence of a cat
generalized conditioned reinforcer
reinforcement that occurs when a previously neutral stimulus (sound or symbol)
becomes associated with primary reinforcer (food, water)
extinction
the fading away and eventual elimination of undesirable behaviors
limited hold
finite amount of time that reinforcement is available
Buffet: breakfast is between 7-9. After 9, you don’t get breakfast.
what are some harmful effects of punishment?
emotional or behavioral reactions
resistance to learning
will not generalize
operant behavior
behavior shaped through consequences
stimulus class
Group of stimuli that are similar(same elements).
response class
All bodily forms that have the same function.
stimulus equivalence
○ Make 2 things mean the same thing to an organism in terms of the responses they evoke
stimulus salience
○ Stimuli that stick out from the other stimuli
■ Someone yelling in a library
describe the respondent component to our emotions
refers to the automatic or reflexive
describe the operant component to our emotions
refers to the voluntary and learned behaviors that we use to regulate our emotional experiences
conditioned reinforcer
neutral stimulus paired with reinforcer to function as reinforcer
unconditioned reinforcer
function as reinforcer due to species history
IOA
The degree to which 2 or more independent observers report the same observed values after measuring the same events
observer bias
the tendency to see what we expect to see, or what we want to see.
3 major branches of analysis
Behaviorism
Experimental Analysis of Behavior (EAB)
Applied Behavior Analysis (ABA)
aversive control
associated with both positive punishment and negative reinforcement to control behavior
resititutional overcorrection
after the problem behavior, the learner is required to repair the situation and bring the environment back to a condition that is notably improved than before the behavior occurred
measuring bx after it has occurred by measuring its effects on the environment is known as measurement by ________
permanent product
___________________________ CMO is a stimulus that acquires its MO effectiveness by being paired with another MO, and has the same value-altering and behavior-altering effects as the MO with which it was paired.
surrogate
___________________________ CMO is a stimulus that acquires MO effectiveness by preceding some form of worsening or improvement.
reflexive
An environmental variable that establishes (or abolishes) the reinforcing effectiveness of another stimulus and evokes (or abates) the behavior that has been reinforced by that other stimulus is a ___________________________ CMO.
transitive
. Which of these is a dimension of behavior that can be shaped (1pt):
a. Frequency
b. Latency
c. Intensity
d. All of these
D
Generality is comprised of:
Behavior lasts over time in different environments
A deadline for meeting the response requirement of a schedule of reinforcement is known as:
a. Post reinforcement pause
b. Fixed duration schedule of reinforcement
c. Limited hold
d. Stimulus control
c
The gradual change over successive trials of an antecedent stimulus that controls a response so that the response occurs to a partially changed or new antecedent stimulus:
e. Fading
f. Errorless learning
g. SD
h. S
a
The critical test for stimulus equivalence is?
transitivity
Which of these is a dimension of behavior that can be shaped (1pt):
a. Frequency
b. Latency
c. Intensity
d. All of these
d
A deadline for meeting the response requirement of a schedule of reinforcement is known as:
a. Post reinforcement pause
b. Fixed duration schedule of reinforcement
c. Limited hold
d. Stimulus control
c
The gradual change over successive trials of an antecedent stimulus that controls a response so that the response occurs to a partially changed or new antecedent stimulus:
e. Fading
f. Errorless learning
g. SD
h. S
e
difference between MO and SD
effectiveness vs availability
magnitude
A strength, force, or intensity of a response
validity
whether or not you measured what was intended to be measured.
accuracy
measures whether or not the value of a behavior being recorded represents the true value of the behavior
reliability
the extent to which a measurement is consistent/repeatable
permenet product
● Some product left behind and you count those things left behind
