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BCBA > Additional Questions > Flashcards

Additional Questions Flashcards

1
Q

Both use systematic manipulations and data analysis of individual organisms.
ABA: Behaviors of social significance to the person are investigated
EAB: Behaviors of no social significance of the person are investigated

A

Applied Behavior Analysis vs Experimental Analysis of Behavior

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2
Q
  1. Determinism
  2. Law of Parsimony
  3. Scientific Manipulation
  4. Empiricism
  5. Philosophic Doubt
  6. Replication
A

Assumptions/Characteristics of Science

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3
Q
  1. Functional analysis

2. Descriptive assessment

A

Behavioral assessment: 2 general kinds

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4
Q
  1. Antecedent control procedure
  2. Establishing Operation
  3. Present SDs for appropriate behavior
  4. Remove SDs for inappropriate behavior
  5. Increase response effort for inappropriate behavior
A

Antecedent Manipulations (5)

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5
Q
  1. Effective
  2. Technological
  3. Conceptually Systematic
  4. Generality
  5. Analytic
  6. Applied
  7. Behavioral
A

Characteristics of ABA

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6
Q

How to sample high rate behavior

A

Continuous recording for short period of time

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7
Q

A. Danger to self, others
B. Safety hazard
C. Welfare in current environment
D. Behavior problem prevents access to less restrictive environment

A

Reasons why you might need to intervene

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8
Q

The difference is that with Applied the behaviors have social significance to the person being investigated whereas with Experimental Analysis they do not.

A

What is the difference between Applied and Experimental Analysis?

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9
Q

Test for evaluating whether a goal or objective is viable. If a dead man can do it, then it may not be a functional, useful goal.

A

Dead Man’s Test

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10
Q
  1. Temporal locus
  2. Temporal extent
  3. Repeatability

Rate, Latency, Duration, and IRT are derived from these.

A

Fundamental Characteristics of Behavior

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11
Q

Events that call into question whether the changes in behavior resulted from the treatment. Include maturation of the subject(s), inaccurate or biased recording, poor implementation of the treatment, unplanned environmental changes, etc.

A

Threats to Internal Validity

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12
Q

Partial interval: overestimates rates, used for reduction targets
Whole interval: underestimates rates, used for acquisition skills
Momentary time sampling: no systematic bias

A

Bias of partial interval recording, whole interval recording and momentary time sampling

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13
Q

Continuous - uninterrupted observation and recording

Sampling - behavior observed and recorded occasionally

A

Continuous vs. Sampling Recording

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14
Q

Level, Trend and Variability

A

Characteristics of Graphed Data

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15
Q

a. Immediate after the target behavior
b. Consistent- punish every response (FR1)
c. Provide alternative behavior that obtains same reinforcer
d. Do not allow reinforcer to follow to closely after punisher
e. Use High Intensity Punisher
f. Withhold all reinforcers that can be produced by the target behavior
g. Punisher should be linked to assessment data

A

Punishment Guidelines for Efficacy (7 guidelines)

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16
Q

a. Escape from the punishing agent
b. Aggression towards punishing agent
c. Emotional behavior
d. Modeling by observers
e. Inappropriate generalization – person afraid to do anything.

A

Punishment Side Effects (x5)

17
Q
  1. Teach echoics or textuals
  2. Use echoics or textuals as prompts when teaching mands, tacks, intraverbals
  3. Fade use of echoics or textuals as prompts
A

Teaching VB using transfer of stimulus control

18
Q
  1. train to fluency
  2. use naturally occurring stimuli
  3. fade out artificial stimuli
  4. use delayed consequences
  5. use self-control repertoires
  6. use intermittent schedules of reinforcement
A

Ways to Encourage Maintenance (6 ways)

19
Q
  1. train to fluency
  2. use naturally occurring stimuli
  3. fade out artificial stimuli
  4. use delayed consequences
  5. use self-control repertoires
  6. use intermittent schedules of reinforcement
A

Ways to Encourage Maintenance (6 ways)

20
Q
  1. Instructions – train a response and give instruction to encourage generalization
  2. Train in many stimulus conditions.
  3. Design supportive environment-untrained situations.
  4. Train loosely
  5. Program common stimuli
  6. Delayed/intermittent reinforcement
  7. Self Management
  8. Use a variety of prosthetic devices for response generalization
A

Ways to Program Generalization (8 ways)

BCBA (7 decks)

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