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BCBA Exam Materials > Acronyms > Flashcards

Acronyms Flashcards

1
Q

3 Levels of Scientific Understanding

A

“Drive Pretty Cars”

D- Description
P- Prediction
C- Control

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2
Q

6 Attitudes of Science/Philosophical Assumptions of Behavior

A

DEERPP - “The Deer has an attitude!”

D- Determinism
E- Empiricism
E- Experimentation
R- Replication 
P- Parsimony
P- Philosophical Doubt
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3
Q

7 Dimensions of ABA

A

BATCAGE

B- Behavioral #TargetBXinNeedofImprovement #observable #measureable

A- Applied #SociallySignificant

T- Technological #OperationallyDefine #Recipe

C- Conceptually Systematic
#Tiebacktothebasics #PER #AbaPrinciples

A- Analytic #ExperimentalControl #ManipulatingtheIV

G- Generality #acrossbehaviors #acrosssettings #acrosspeople

E- Effective #Does the intervention work?

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4
Q

4 Branches of behavior Analysis

A

CASE

C- Conceptual Analysis of BX (behaviorism- philosophical, theoretical, methodological, historical).

A- ABA (Socially Significant research, BCBA’s assess, monitor, analyze, revise & communicate).

S- BX service delivery (other professionals, excluding
BCBA’s – OBM, sports, psychology, animal training, etc.)

E- Experimental Analysis of bx (EAB: Labs, mice.)

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5
Q

3 principles of Behavior

A

PER

P- Punishment
E- Extinction
R- Reinforcement

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6
Q

3 types of nervous systems

A

PIE

P- Proprioceptive
I- Interoceptive
E- Exteroceptive

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7
Q

3 Types of stimulus Class

A

“For the Fun”

F- Formal (physical features of stimuli)
T- Temporal (temporal relationship of antecedents and consequences)
F- Functional (effect of the stimulus on the BX)

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8
Q

5 Types of Positive Reinforcers

A

EATSS

E- Edible
A- Activity
T- Tangible
S- Social
S- Sensory
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9
Q

5 types of positive punishment interventions

A

ROSER

R- Reprimands
O- Overcorrection
S- Shock
E- Exercise
R- Response Blocking
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10
Q

2 Response Cost Methods

A

“BEST FRIENDS”

B- Bonus response Cost
F- Fines/direct fines

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11
Q

4 Types of non-exclusionary Time out

A

“I-WOR, A RIBBON”

I- Planned Ignoring
W- Withdrawal of specific positive reinforcer
O- Contingent Observation
R- Ribbon/time-out ribbon

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12
Q

3 Types of Exclusionary Time out

A

RPH

R- ROOM (time out room)
P- PARTITION
H- HALL

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13
Q

3 types of extinction

A

PAN

P- Positive Reinforcement
A- Automatic Reinforcement
N- Negative Reinforcement

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14
Q

3 parts of stimulus equivalence

A

RST

R- reflexive
S- Symmetry
T- Transitivity

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15
Q

7 strategies to promote generalization

A

CLEMING

C- Common Stimuli:
Taking SD’s/stimuli from natural environment into the teaching environment.
(ensuring the same SD’s & stimuli exist in both the instructional & generalization setting)

L- Loosely Training:
changing non-critical components (varying)
(hair up/down, make-up on/off, upstairs/dowstairs)

E- Multiple Exemplars:
(teach sufficient examples. i.e., “bye, see you later, tootles!”)

M- Mediate:
(parents, caregivers, teachers being instructed/participating in treatment)

I- Indiscriminable contingencies:
(don’t know when R+ is coming)

N- Negative Teaching Examples:
(teaching when it’s not appropriate to display a bx)

G- General Case Analysis:
(diff stimuli & response variations. i.e., diff vending machines, diff ways to use the sink)

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16
Q

5 Phases of Assessment

A 
"Small Dick Pics are My Fav"
"Sun Dance Party, My Friends"
1. Screening
2. Defining problems bx's & desired criteria
3. Pinpoint target bx's
4. Monitor
5. Follow up
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17
Q

6 Verbal Operants

A

EMITTT

E- Echoic 
M- Mand
I- Intraverbal
T- Tact
T- Textual
T- Transcription
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18
Q

4 types of tact extensions

A

“Studying Makes Me Grin”

S- Solistic
poor use of language
i.e., “you speak good”

M- Metonymical
irrelevant, but related feature
i.e, saying “candle” when you see a lighter.

M- Metaphorical
Metaphor
i.e., “his heart is cold as ice”

G- Generic
generalizing stimuli
i.e., saying “stop n shop” when you see Whole Foods.

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19
Q

4 basic schedules of intermittent reinforcement

A

F- fixed ratio (FR)
V- Variable ratio (VR)
F- Fixed Interval (FI)
V- Variable Interval (VI)

FR- [high rates of responding, FATRATS: step like]
VR- [steepest most resistent to EXT, VROOM!]
FI- [FISH: scalloped, slow to moderate responding, easiest to extinguish]
VI- [steady, slow to moderate responding]

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20
Q

3 variations of intermittent differential reinforcement schedules

A

“Heavy Duty Love”

DRH
DRD
DRL

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21
Q

7 compound schedules of reinforcement

A

Come Move My Car To Atlantic City

C- concurrent schedules (CONC) – matching law
M- Multiple Schedules (MULT). [M&M- sister schedules]
M- Mixed Schedules (MIX)
C- Chained Schedules (CHAIN)
T- Tandem Schedules (TAND) [chained & tandem- sister schedules]
A- Alternative Schedules (ALT)
C- Conjunctive Schedules (CONJ)

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22
Q

4 phases of intervention

A

A PIE

A- assessment
P- Planning
I- Implementation
E- Evaluation

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23
Q

4 ways to inquire information for assessment

A

“Come On, It’s Terrible!”

C- checklists
O- observations
I- interviews
T- tests

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24
Q

4 functions of problem behavior

A

SEAT

S- sensory
E- Escape
A- Attention
T- Tangible

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25
Q

3 characteristics of good operational definitions

A

“you down with, OCC?”

O- Objective (observable/measureable)
C- Clear (unambiguous)
C- Complete (boundaries- examples/non-examples)

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26
Q

3 ways to gauge a learner’s bx during a free operant preference assessment.

A

ACE

A- approach
C- contact
E- Engagement

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27
Q

3 types of trial based methods of stimulus preference assessments

A

PMS

P- Paired Stimulus
M- Multiple Stimulus w/ & w/o replacement
S- Single Stimulus

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28
Q

4 patterns of baseline data

A

DAVS

D- Descending
A- Ascending
V- Variable
S- Stable (No trend)

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29
Q

3 parts of baseline logic

A

PVR

P- Prediction
V- Verification
R- Replication

predicting behavior will change when you implement IV.
Affirmation of the consequent.

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30
Q

5 Experimental designs

A

MCRAW

M- Multiple Baseline
C- Changing Criterion
R- Reversal
A- Alternating Treatments
W- withdrawal
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31
Q

6 AKA’s for alternating txt design

A

SCAMMM

S- Simultaneous Treatment Design
C- Concurrent Schedules Design
A- Alternating Treatments Design
M- Multi-element Baseline Design
M- Multi-element Design
M- Multiple Schedule Design
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32
Q

3 Problems avoided by the alternating treatments design

A

ISU

I- Irreversibility
S- Sequence effects
U- Unstable data

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33
Q

4 confounding threats to internal validity

A

MISS

M- Measurement confounds:
Observer drift, reactivity, observer bias

I- Independent Variable Confounds:
IV is complicated & given together (money + attention)

S- Subject confounds (maturation)

S- Setting confounds:
Bootleg reinforcement

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34
Q

3 dimensional quantities

A

“RAT-A-TAT-TAT!”

R- repeatability
T- temporal extent
T- temporal locus

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35
Q

3 types of repeatability measures

A

“REPEAT AFTER ME!”

C- count
R- rate
C- celeration

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36
Q

3 procedures for measuring behavior

A

“Every Trippin’ Time!”

E- event recording
T- Timing
T- Time Sampling

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37
Q

3 forms of time sampling/interval recording

A

“WITS, PITS, MITS.”
W- whole interval recording
P- partial interval recording
M- momentary time sampling

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38
Q

3 indicators of trustworthy measurement

A

VAR- “Very Awesome Results”

V- validity
A- Accuracy
R- Reliability

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39
Q

3 purposes of graphs

A

CAID

C- communicate
A- Assess
I/D- IV/DV

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40
Q

5 types of aba graphs

A

“Little Boys Can Sure Skate!”

L- line graph
B- bar graph
C- cumulative record
S- scatter plot
S- semilogarithmic chart
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41
Q

3 fundamental properties of bx change

A

LTV

L- level
T- trend
V- variability

42
Q

6 steps to a split-middle line of progress

A

“Count Divide Mid Mid Quarter Split”

C- count
D- divide
M- Mid-rate
M- Mid-Date
Q- Quarter: Quarterly-intersect line of progress
S- Split Middle line of progress
43
Q

4 Bx environment relations that functionally define imitation

A

FMIC

F- Formal Similarity
M- Model
I- immediacy
C- controlled relation (controlling variable– SD)

44
Q

2 types of shaping methods

A

“AW!”

Shaping Across topographies: (measurement change)
Shaping Within topographies: (behavior changes)

45
Q

4 behavior chaining methods

A

FB-BLAT

F- forward chaining
B- backward chaining
BLA- backward with leaps ahead
T- total task

46
Q

6 types of differential reinforcement

A

HILOAD

H- DRH
I- DRI
L- DRL
O- DRO
A- DRA
D- DRD
47
Q

3 components of contingency contracts

A

BiRD

B- Bx
R- Reward
D- Data

48
Q

3 types of group contingencies

A

DII

D- dependent contingency:
“Pressure is on me!”
(hero procedure- one person or small group must meet criteria for everyone to earn reinforcement)

I- independent contingency:
“Me, Myself and I!”
(only individuals who meet criteria, earn reinforcement)

I- interdependent contingency:
“All for one, and one for all!”
(all individuals must meet criteria for reinforcement)

49
Q

Fixed Ratio Intermitten Reinforcement

A

FAT-RATS

Fixed Ratio
Steps
Ratio Strain
high steady rates of responding
post reinforcement pause
50
Q

4 ways to describe the Y-axis

A

“YO, it’s the DV!” or
“Y you ordinate (amazon order)?”

Y- y-axis
O- Ordinate
D- Dependent Variable
V- Vertical

51
Q

3 conditioned motivating operations

A

“Come ReST”

CMO-R
CMO-S
CMO-T

52
Q

2 intermittent schedules that create post reinforcement pauses

A

“Fix It, Right now!”

Fixed Ratio
Fixed Interval

53
Q

4 ways to describe the X-axis

A

“HI X Asshole”

H- Horizontal
I- Independent variable
X- x- axis
A- Absicca

54
Q

4 ways to remove response prompts

A

“My Little Good Dog”

M- Most-to-least prompting
L- Least-to-most prompting
G- Graduated Guidance
D- Delayed Prompting

55
Q

2 ways to remove stimulus prompts

A

“For Sure!”

F- Stimulus Fading
S- Stimulus Shape Transformations (shaping)

56
Q

4 ways to create a procedural integrity system

A

“Someone Trained Me Right!”

S- Specify
T- Train
M- Monitor
R- Reinforce

57
Q

4 ways to effectively monitor staff performance

A

IFOF:
“I’m Friendly, but Occasionally Fail”

I- inform
F- Friendly
O- Overt
F- Feedback

58
Q

4 essential components of a bx support plan

A

BACE:

B- Behaviors
A- Antecedents
C- Consequences
E- Environmental Set-ups

59
Q

3 Reasons why we abide by ethics

A

“My High Standards”

M- Meaningful change
H- Harm
S- Standards

60
Q

5 documents that describe professional and ethical conduct

A

“TLC, Eating Peanut Butter Together”

Task List: 4th edition, 2015.

Code: Professional and ethical code, 2016.

Education: right to an effective education- (Association for Behavior Analysis), 1990.

Psychologists: ethical principals of psychologists and code of conduct (American Psychological Association, APA), 2012.

BT- Behavioral treatment: the right to a behavioral treatment (Association for Behavior Analysis), 1989.

61
Q

4 methods of maintaining professional competence

A

CLAC

C- CEU’s
L- Literature
A- Additional Coursework
C- Conference/workshops

62
Q

4 reasons to disclose confidential information without consent

A

“Consultation Protects Payment Services”

C- Consultation with other professionals
P- Protect client or others from harm
P- Payment
S- Services

63
Q

3 required elements to ensure informed consent

A

CVK

C- Capacity
V- Voluntary
K- Knowledge

64
Q

3 types of stimulus prompts

A

MPP

M- Movement
P- Positional
P- Pairing (redundancy)

65
Q

3 types of response prompts

A

M-V-P!

M- Modeling
V- Verbal prompts
P- Physical prompts

66
Q

2 derivative measures

A

PT

P- Percent of occurence
T- Trials to criterion

67
Q

2 definitional measures

A

TMz

T- topography
M- Magnitude (severity, force)

68
Q

Intermittent schedule that is scalloped

A

FISH

F- fixed
I- Interval
S- Scalloped

69
Q

Labeling the Independent and Dependent Variable on the graph

A

DrY mIX

D- dependent on Y- axis
I- Independent variable on X-axis

70
Q

Most and least stringent IOA recordings

A

MELT

M- Most
E- Exact
L- Least
T- Total Count

71
Q

4 important behavior elements

A

DICE

D- Determined (by the functional relation)
I- Individual (person’s interaction with the environment)
C- Continuous (continuous measurement over time)
E- Extrinsic (change in bx- uncontrolled factor)

72
Q

Elements of changing criterion

A

LMN

L- Length of phases:
Long enough to achieve stable responding

M- Magnitude of criterion changes:
the size of the changes between each criterion should vary

N- Number of criterion changes:
the more criterion changes, the better. Shows experimental control

73
Q

Precision Teaching

A

PLOTS- “student is always right.”

P- Plotted on a standard celebration chart
L- Lindsley
O- Observable & measureable
T- precision Teaching
S- semi-logarithmic chart

extras:
data, graphs, student performance

74
Q

2 types of models

A

UP

U- unplanned
P- Planned

75
Q

Behavior Chain Interruption Strategy

A

BCIS

76
Q

Direct Instruction

A

DIESS

D- Direct

I- Instruction (fast paced- engagement & efficiency)

E- Engelmann

S- Script (word-for-word curriculum-TA) & specific techniques

S- Small group (tested & grouped by level), choral responding (signal tells the students when to respond, vocal response in unison
Correction & error prevention (minimizes errors through prompts)

77
Q

Personalized System of Instruction

A 
SKIP
S- Self paced 
K- Keller
I- Instruction
P- Proctors

“College was Keller!”
“College was personal.”

Fred “Keller plan”
Lectures serve as reinforcement
at your own pace- written teacher materials, individual study
proctors- immediate scoring, repeated testing
Progressive sequential units- master criteria: 90%
Voluntary

78
Q

3 schedules of reinforcement

A

ECI

E- extinction
C- Continuous
I- Intermittent

79
Q

Scored IOA

A

SLOWWW

low rates of bx

80
Q

High and low rates of bx IOA recording

A

HULS

H- High rate is U- unscored IOA
L- Low rate is S- Scored IOA

81
Q

4 Antecedent based strategies

A

High P

FCT

DRA

NCR

82
Q

The 4 conditions of reinforcement

A

DISC

D- deprivation
I- immediacy
S- Size
C- Contingency

83
Q

2 types of extended mands

A

MS.

M- Magical Mand
wishing- reinforcement has NEVER occurred.
i.e., “I wish I had a million dollars!”

S- Superstitious Mand
reinforcement occurs incidentally.

i.e., yelling at the car in front, “you’re going so slow, hurry up!” and they speed up or move.

84
Q

3 types of reinforcer assessments

A

CMP

C- Concurrent
2 stimuli up against each other to see which produces a higher rate of responding. (matching law). Shows high preference vs. low preference reinforcers.

M-Multiple

P- Progressive Ratio
systematically thinning the schedule until you reach a breaking point (ratio strain).

85
Q

3 rules of punishment

A

HIL

Highest magnitude
Immediacy
Lowest intensity

86
Q

The criteria for behavioral cusps

pg. 59 Cooper

A

RECC-SNG

  1. access to new (R)einforcers
  2. access to new (E)nvironments
  3. access to new (C)ontingencies
  4. Competition with inappropriate responses
  5. Social Validity
  6. Number and relative importance of people affected
  7. Generativeness
87
Q

Simultaneous Compound Schedules

A

CAC

C-concurrent (matching law)
A- Alternative (either/or)
C- Conjunctive (AND/both)

88
Q

Successive Compound Schedules

A

MMCT

M- Multiple
M- Mixed
C- Chained
T- Tandem

89
Q

Compound Schedules with SD’s

A

MACCC

M- Multiple
A- Alternative (sometimes)
C- Concurrent (sometimes)
C- Chained
C- Conjunctive (sometimes)
90
Q

Compound Schedules without SD’s

A

Mixed Tequila (MT)

M- Mixed (all mixed up)
T- Tandem (i.e., getting your groceries out of order)

91
Q

2 types of Free Operant Preference Assessments

A

NC

N- Naturalistic Observation
C- Contrived Observation

92
Q

3 types of “asking” preference assessments

A

PPS

P- Person
P- Pre-task Choice
S- Significant Others

93
Q

Competency Based Training

A

Do We Make Rice or Fries, repeat?

D- description
W- Written
M- Model
R- Role-play
O- Observe
F- Feedback
R- Repeat
94
Q

Precision Teaching

A

PLOTS

LINDSLEY- SCC-FLUENCY (RHYME)
“Learner knows best”
“The rat is always right!”

Ogden Lindsley
Focuses on frequency/fluency (rapid pace)
Rate (fluency/time)
Standard Celeration Chart (daily, weekly, monthly, yearly)
Quantitive analysis (only observable behaviors)

95
Q

Incidental Teaching

A

HABIT

H- Hart & Risley
A- Contrive antecedents
B- Target BX
I- Interests (Preferred items/activities)
T- Teaching opportunities

IT generalizes skills in a more natural setting.

96
Q

3 ways to create a Task Analysis (TA)

A

OCD

O- Observe competent/fluent person
C- Consult the experts
D- Do it yourself

97
Q

Duplic

A

ED

E- Echoic [verbal Sd- Vocal Response]
D- Duplic

Has point-to-point correspondence

Formal similarity

98
Q

Codic

A

To [De]code

Has point to point correspondence

no formal similarity

99
Q

2 Codic verbal operants

A

CTT

Textual- written SD, Vocal R
Transcription- verbal SD, written R

100
Q

3 types of Duplics

A

ECM

Echoic- verbal SD, Vocal R
Copy text- written SD, written R
Mimic- signed SD, Signed R

BCBA Exam Materials (4 decks)

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