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BBP > ABA Terms > Flashcards

ABA Terms Flashcards

1
Q

Abative effect (of motivating operation)

A

A decrease in the current frequency of behavior that has been reinforced by the stimulus that is increased in reinforcing effectiveness by the same motivating operation

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2
Q

Abolishing operation (AO)

A

A motivating operation that decreases the reinforcing effectiveness of a stimulus, object, or event.

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3
Q

Alternating treatments design

A

An experimental design in which two or more conditions are presented in rapidly alternating succession independent of the level of responding; also called concurrent schedule, multielement design, multiple schedule design

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4
Q

Antecedent

A

environmental condition or stimulus change existing or occurring prior to a behavior of interest

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5
Q

Antecedent intervention

A

A behavior change strategy that manipulates contingency-independent antecedent stimuli.

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6
Q

Antecedent stimulus class

A

a set of stimuli that share a common relationship. All stimuli in an antecedent stimulus class evoke the same operant behaviour or elicit the same respondent behaviour

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7
Q

automatic punishment

A

Punishment that occurs independent of the social mediation by others

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8
Q

automatic reinforcement

A

Reinforcement that occurs independent of the social mediation of others

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9
Q

aversive stimulus

A

unpleasant or noxious stimulus; more technically a stimulus change or condition that functions (a) to evoke a behavior that has terminated it in the past (b) as a punisher when presented following behavior (c) as a reinforcer when withdrawn following behavior

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10
Q

back up reinforcers

A

tangible objects, activities, or privileges that serve as reinforcers and that can be purchased with tokens.

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11
Q

backward chaining

A

A teaching procedure in which a trainer completes all but the last behavior in a chain which is performed by the learner, who then receives reinforcement for completing the chain. When the learner shows competence in performing the final step in the chain, the trainer performs all but the last two behaviors in the chain, the learner emits the final two steps to complete the chain, and reinforcement is delivered. This sequence is continued until the learner completes the entire chain independently.

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12
Q

3 levels of scientific understanding

A

DPC

Description
Prediction
Control

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13
Q

Description

A

Systematic observations that can be quantified & classified

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14
Q

Prediction

A

AKA: correlation; covariation

2 events may regularly occur at the same time. This does not mean one causes the other

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15
Q

Control

A

AKA: causation

Functional relation.
The highest level of scientific understanding.
Experimental demonstration that manipulating one event (IV) results in another event (DV).

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16
Q

6 attitudes of science

Philosophical assumptions of behaviour

A

Abbreviation: DEER PP

Determinism
Empiricism
Experimentation
Replication
Parsimony
Philosophical Doubt
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17
Q

Determinism

A

Cause & effect
Lawfulness
Orderly & predictable

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18
Q

Empiricism

A

Facts

Experimental, data-based scientific approach, drawing upon observation & experience.

Requires objective qualification & detailed description of events.

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19
Q

Experimentation

A

Basic strategy of most sciences.

Requires manipulating variables to see effects on DV.

Experiment to determine if one event caused another.

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20
Q

Replication

A

Repeating experiments

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21
Q

Parsimony

A

The simplest theory.

All simple & logical explanations must be ruled out first before complex explanations

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22
Q

Philosophical Doubt

A

Having healthy skepticism & a critical eye

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23
Q

7 dimensions of ABA

A

Abbreviation : BATCAGE or GET A CAB

Behavioral
Applied
Technological
Conceptually Systematic
Analytic
Generality
Effective
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24
Q

Behavioral

A

Observable events.

Must be a behvaiour in need of improvement.

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25
Q

Applied

A

Socially significant behaviours

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26
Q

Technological

A

Procedures clearly & precisely so they are replicable.

RECIPE

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27
Q

Conceptually Systematic

A

Procedures should be based on principles of ABA

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28
Q

Analytic

A

AKA: Functional Relation, Experimentation, Control, Causation

A functional relation is demonstrated.

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29
Q

Generality

A

AKA: Generalization

Extends behaviour change across time, settings, or to other behaviours

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30
Q

Effective

A

Improves behaviour in a practical manner

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31
Q

2 types of behaviour

A

Respondent

Operant

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32
Q

Respondent Behaviour

A

AKA: Reflex, Reflexive Relations, Unconditioned, US-UR

Elicited
Involuntary
Reflex
Habituation

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33
Q

Habituation

A

Eliciting stimulus is presented repeatedly that respondent behaviour diminishes

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34
Q

Respondent conditioning

A

AKA: Classical Conditioning, Pavlovian Conditioning, S-S Pairing, CS-CR

When new stimuli acquire the ability to elicit respondents.

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35
Q

Operant Behaviour

A

AKA: S-R-S, 3 term contingency, ABC

Emit/evoke
Bx whose probability is determined by its history of consequences.
Voluntary action.
Operants defined in terms of their relationship to controlling variables.
FUNCTION.
Encompasses both reinforcement & punishment.

Adaptation

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36
Q

Adaptation

A

Reductions in responding by repeated or prolonged presentation to antecedent stimulus.

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37
Q

Operant Contingency

A

AKA: Behavioral Contingency, Contingency, 3-term Contingency, ABC

The occasion for a response (SD), the response, & the outcome.
The dependency of a particular consequence on the occurrence of the behaviour.
Reinforcer or punisher is “contingent” on a behaviour.

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38
Q

3 Principles of Behaviour

A

Abbreviation: PER

Punishment
Extinction
Reinforcement

All strategies are derived from these 3 principles.

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39
Q

Behavioural Repertoire

A
  1. All behaviours that an individual can do.

2. A collection of knowledge & skills an individual has learned that are relevant to a particular task.

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40
Q

Environment

A

Complex, dynamic universe of events that differs from instance to instance.

All behaviour occurs within an environmental context

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41
Q

Stimulus

A

Physical events that affect the behaviour of an individual.

Internal or external to the individual.

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42
Q

Stimulus Class

A

A group of antecedent stimuli that have a common effect on an operant class.

Group members of a stimulus class tend to evoke or abate the same behaviour or response class, yet may vary across physical dimensions.

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43
Q

3 Types of Stimulus Classes

A

FTF (For The Fun)

Formal: Physical features
Temporal: time
Functional: effect of the stimulus on the behaviour, can be multiple functions of a single stimulus

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44
Q

Consequences

A

Only affect FUTURE behaviour.
Consequences select response classes, NOT individual responses.
Immediate consequences have the greatest effect.

45
Q

Reinforcement

A

Does NOT only strengthen rate. Also strengthen:

  • Duration
  • Latency
  • Magnitude
  • Topography

What happens right before reinforcement will be reinforced.
Delayed consequence are not technically reinforcement, but they can influence behvaiour.

46
Q

Positive Reinforcement

A

AKA: Type 1 Reinforcement; Sr+

A PROCESS that occurs when a behaviour is followed immediately by the presentation of a stimulus that increases FUTURE frequency of the behaviour in similar conditions.

MOST IMPORTANT & WIDELY USED CONCEPT IN ABA.

47
Q

5 Types of Positive Reinforcers

A

Abbreviation:EATSS

Edible
Activity
Tangible
Social
Sensory
48
Q

Negative Reinforcement

A

AKA: Type II Reinforcement; Sr-

A PROCESS that occurs when a behaviour is followed immediately by the REDUCTION or REMOVAL of a stimulus that increases the FUTURE frequency of the behaviour in similar conditions.

49
Q

2 Types of Negative Reinforcement

A
  1. Escape

2. Avoidance

50
Q

Escape

A

A behaviour allows escape from an ongoing aversive stimulus.

Stimulus is often already present or in the environment.

51
Q

Avoidance

A

A response that prevents or postpones the presentation of a stimulus.
Stimulus is not in the environment.

52
Q

Unconditioned Reinforcer/Reinforcement

A

AKA: UCR; Primary Reinforcer; Unlearned Reinforcer
A stimulus change that can increase the future frequency of behaviour without prior pairing without any other form of reinforcement.
No learning history required.

53
Q

Conditioned Reinforcer/Reinforcement

A

AKA: CR; Secondary Reinforcer; Learned Reinforcer

When a previously neutral stimulus acquired the ability to function as a reinforcer through S-S pairing with one or more unconditioned or conditioned reinforcers.
-Learning history required.

54
Q

Generalized Conditioned Reinforcer

A

AKA: Generalized Reinforcer; GCSR

A type of conditioned reinforcer that has been paired with many unconditioned & conditioned reinforcers.
Does not depend on an MO for its effectiveness.
They are likely to be reinforcing at any time.
Same reinforcement is given to people with different preferences.

55
Q

Punishment

A

AKA: SD-; SDP; SP; Punishment-based SD

When a response if followed immediately by a stimulus that decreases the FUTURE frequency of similar responses.

  • Defined by function, not topography.
  • Defined by future effects on bx.
  • 2-term contingency: Behavior–>Consequence
  • Becomes 3-term contingency when you add the antecedent, “Discriminative Effects of Punishment”, when punishment occurs only in some conditions & not in others.
56
Q

Punisher

A

A stimulus change that decreases the future frequency of the bx that immediately precedes it

57
Q

Positive Punishment

A

AKA: Type I Punishment

A PROCESS that occurs when a stimulus is added immediately following a bx that results in a decrease in FUTURE frequency of the bx.

58
Q

5 Types of Positive Punishment Interventions

A

Abbreviation: ROSER

Reprimands
Overcorrection
Shock/Contingent Electrical Stimulation/ECT
Exercise/Contingent Exercise
Response Blocking
59
Q

Overcorrection

A

2 Types:

  1. Restitutional Overcorrection: repair environment better than original state
  2. Positive Practice Overcorrection: individual is required to correctly repeat bx for a certain amount of time or a certain number of times
60
Q

Response Blocking

A

Physically intervening as soon as individual begins to emit bx to “block” the completion of the response

61
Q

Negative Punishment

A

AKA: Type II Punishment; Penalty Principle; Penalty Contingency

A PROCESS when a response is immediately followed by removal of a stimulus (or decrease in intensity of stimulus) that decreases the FUTURE frequency of similar responses

62
Q

Negative Punishment Procedures

A

Response Cost

Time-Out

63
Q

Response Cost

A 
Loss of a specific amount of reinforcement contingent on a bx.
-Produces mod-to-rapid decrease in bx
2 Methods
1. Bonus Response Cost
2. Direct Fines
64
Q

Bonus Response Cost

A

When you make additional non-contingent reinforcers available to the individual & then take those away.

Example: Students usually get 15 minutes of recess daily, but you give them a “bonus” 15 minutes, so you can take away those extra minutes.

65
Q

Direct Fines

A

Direct loss of positive reinforcers

66
Q

Time-Out

A

AKA: Time-Out from Positive Reinforcement

2 Types:

  1. Non-Exclusionary Time-Out
  2. Exclusionary Time-Out
67
Q

Non-Exclusionary Time-Out

A

Individual not removed from space.
Preferred over exclusionary bc it is less restrictive.

4 Types: (IWOR)

  1. Ignoring/Planned ignoring
  2. Withdrawal of a Specific Positive Reinforcer
  3. Observation/Contingent Observation
  4. Ribbon/Time-Out Ribbon
68
Q

Ignoring/Planned Ignoring

A

social reinforcers removed for a specific amount of time

69
Q

Observation/Contingent Observation

A

Individual is re-positioned in room, so they can observe everything, but not participate.

70
Q

Ribbon/Time-Out Ribbon

A

Colored band placed on individual’s wrist. This becomes discriminated for getting reinforcement.
Ribbon on = can earn reinforcement
Ribbon off = cannot earn reinforcement

71
Q

Exclusionary Time-Out

A

Individual removed from space.

3 Types: (RPH)

  1. Room/Time-Out Room
  2. Partition Time-Out
  3. Hallway Time-Out
72
Q

Room/Time-Out Room

A

Confined space outside of normal environment; devoid of positive reinforcers.

  • Individual safely placed
  • Should be located near time-in setting
  • minimal furnishing
73
Q

Partition Time-Out

A

Individual remains in room, but view is restricted by wall or partition

74
Q

Hallway Time-Out

A

Individual sits in hallway

75
Q

Extinction

A

A procedure where maintaining reinforcement is not longer provided, to decrease future behaviour.

  • Not punishment
  • Ext will be more rapid for behaviour maintained on CRF schedule
76
Q

Unwanted effects of Extinction

A
  • Extinction bursts
  • Extinction induced aggression
  • Difficult to use on clients that rarely display the target behaviour
  • Difficult to know what the reinforcer is for a behaviour
  • Difficult or dangerous to ignore
  • Extinction NOT used in a treatment package can cause ethical concerns
77
Q

Extinction Burst

A

The Burst is First

Immediate increase in frequency of responding

78
Q

Spontaneous Recovery

A

Behaviour diminished during extinction reoccurs even though behaviour does not produce reinforcement.

79
Q

Discriminative Stimulus

A

AKA: SD

Let’s you know that reinforcement is available

80
Q

Stimulus Delta

A

AKA: S∆

Stimulus that tells that reinforcement is not available OR has NOT received reinforcement in the past

81
Q

Motivating Operation (MO)

A

Something that changes the value of a stimulus as a reinforcer.
Describes an environmental variable that:
-alters (increase or decreases) the reinforcing effectiveness of a stimulus
-alters (increases or decreases) the current frequency of all behaviour that have been reinforced by that stimulus.

82
Q

Stimulus Generalization

A

Same behaviour, different conditions
-loose stimulus control
-WITHIN Stimulus Class
Example: All shades of green

83
Q

Stimulus Discrimination

A

New stimuli do NOT evoke the same response as the controlling stimulus
-tight stimulus control
-BETWEEN/ACROSS Stimulus Classes
Example: Green vs. other colours

84
Q

Stimulus Discrimination Training

A

AKA: Discrimination Training

A procedure where responses are reinforced in the presence of one stimulus condition (SD) and NOT in the presence of other (S∆)

85
Q

2 Types of Motivating Operations

A 
Establishing Operation (EO)
Abolishing Operation (AO)
86
Q

Establishing Operation

A

INCREASES the effectiveness of a stimulus as a reinforcer.

Makes something MORE desirable to you(Deprivation)

87
Q

Abolishing Operation

A

DECREASES the effectiveness of a stimulus as a reinforcer.

Makes something LESS desirable to you(Satiation)

88
Q

Schedules of Reinforcement

A

A rule that describes a contingency of reinforcement. Determines conditions by which behaviours will be reinforced.

89
Q

Continuous Reinforcement Schedule (CRF)

A

Provides reinforcement for every occurence of behaviour.

Used for strengthening new behaviours.

90
Q

Intermittent Schedules of Reinforcement(INT)

A

Some, but not all, occurrences of behaviour are reinforced.

Used for maintaining behaviours that have already been established.

91
Q

4 Basic Schedules of intermittent Reinforcement

A

FVFV

Fixed Ratio
Variable Ratio
Fixed Interval
Variable Interval

92
Q

Fixed Ratio (FR)

A

Constant, set criteria of number of responses of behaviour that have to occur before reinforcement.

Post-reinforcement Pause
High rates of responses

93
Q

Variable Ratio(VR)

A

STRONGEST basic schedule of intermittent reinforcement.
Average of occurrences of the target behaviour before reinforcement.

Produces consistent, steady rates of response.
Fast rate of responses

94
Q

Fixed Interval (FI)

A

Constant specific amount of time elapses before a single response produces reinforcement.

SCALLOP.
Slow-to-moderate rate of responses.

95
Q

Variable Interval (VI)

A

Average amount of time elapses before single correct response produces reinforcement.

Constant, stable rate of responding.
Few hesitations between responses.

Low-to-moderate rate of responding

96
Q

4 Functions of Behavior

A

SEAT

Sensory
Escape
Attention
Tangible

97
Q

Premack Principle

A

A principle that states that making the opportunity to engage in a high-probability bEHAVIOUR contingent upon the occurrence of low-probability behaviour will function as a reinforcer for the low-probability behaviour.
-usually stated as a “first _____ and then ______.”

98
Q

Shaping

A

The reinforcement of closer and closer approximations of a desired response or behaviour.
Teaches novel bx.

99
Q

Forward Chaining

A

Behaviors identified in the task analysis are taught in their naturally occurring order.
Training the first link, the second link, the third link, etc.
The individual will not proceed to step 2 until the first step is mastered.
Once the first step is mastered, the learner will be required to complete steps 1 & 2 in order to earn reinforcement.

100
Q

Backward Chaining

A

A procedure in which the trainer completes all the initial steps except for the last step.
The individual is taught to complete the last step.
The first behaviour the individual performs independently produces the terminal reinforcement.

101
Q

Differential Reinforcement

A

Involves 2 parts:

  1. Reinforcement contingent on:
    - occurrence of a bx other than the challenging bx
    - challenging bx occurring at a reduced rate
  2. Withholding Reinforcement for the challenging bx as much as possible

Extremely popular & effective strategy

102
Q

6 Types of Differential Reinforcement

A

Differential Reinforcement of High Rates of Responding (DRH)
Differential Reinforcement of Incompatible Behavior (DRI)
Differential Reinforcement of Low Rates of Responding (DRL)
Differential Reinforcement of Other Bx (DRO)
Differential Reinforcement of Alternative Bx (DRA)

103
Q

Differential Reinforcement of Incompatible Behavior (DRI)

A

A procedure in which behaviour cannot be emitted simultaneously with the challenging behaviour.
The behaviour being differentially reinforced & behaviour on ext are mutually exclusive response classes.A procedure in which behaviour cannot be emitted simultaneously with the challenging behaviour.
The behaviour being differentially reinforced & behaviour on ext are mutually exclusive response classes.

104
Q

Differential Reinforcement of Alternative Behavior (DRA)

A

A procedure in which one reinforces occurrence of bx that provides a desirable alternative to the problem bx; not necessarily bx incompatible with it.

Alternative bx & challenging bx are part of the same response class, meaning that the alternative bx will result in the same consequence as the challenging bx & thus will compete successfully bc it makes the challenging bx ineffective

105
Q

Differential Reinforcement of Other Bx (DRO)

A

A procedure in which reinforcement is contingent on the absence of the challenging bx.
Reinforcers are received when challenging bx has NOT been displayed during or at certain time periods.

106
Q

Prompts

A

Supplementary antecedent stimuli that are introduced to evoke a desired response when the discriminative stimulus is evident.
A functional, but irrelevant SD, such as a hint or reminder, designed to set the occasion for a desired response.

107
Q

2 Types of Prompts

A
  1. Response Prompts

2. Stimulus Prompts

108
Q

4 Ways to Remove Response Prompts

A

MLGD

Most-to-Least Prompting (AKA: Maximum-to-Minimum)
Least-to-Most Prompting (AKA: Minimum-to-Maximum)
Graduated Guidance
Delayed Prompting (AKA: Time-Delayed Prompting, Delayed Cuing, Progressive Delay)

109
Q

2 Ways to Remove Stimulus Prompts

A

FS

Fading
Shape

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