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AKA > AKA > Flashcards

AKA Flashcards

1
Q

single stimulus preference assessment

A

successive choice

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2
Q

experimental control

A

functional relation
analysis
control

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3
Q

Reversal design

A

ABAB

withdrawl

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4
Q

Type I error

A

false positive
when you think something had an effect but it didn’t
ex: Telling a man he’s pregnant
statistical analysis

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5
Q

False positive

A

statistical analysis

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6
Q

False negative

A

visual analysis

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7
Q

Type 2 error

A

false negative
occurs more often
visual analysis

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8
Q

magnitude

A

intensity
force
severity

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9
Q

topography

A

definitional measure

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10
Q

Alternating treatment

A 
multi-element
concurrent
simultaneous
multiple schedules
you can have a final phase!
no baselines!
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11
Q

confounding variable

A

uncontrolled

ex: weather, sickness

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12
Q

extraneous

A

environment

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13
Q

interval by interval

A

time sampling

point by point

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14
Q

frequency polygon

A

line graph

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15
Q

line graph

A

Cartesian plane

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16
Q

trend line

A

direction

line of progress: first data point to the last data point

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17
Q

component analysis

A

which part of intervention is working

comparing IV’s

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18
Q

parametric analysis

A

dosage

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19
Q

non-parametric

A

on/off

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20
Q

equal graph

A

line
scatterplot
bar
graph

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21
Q

scatterplot

A

pattern analysis

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22
Q

independent variable

A

time
sessions
hours

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23
Q

3 parts of baseline logic

A

prediction
verification
replication

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24
Q

powerful design to demonstrate functional relationships

A

ABAB

reversal

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25
Q

how many phases do you need to show functional relation?

A

3 data points

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26
Q

design to use for dangerous behaviors

A

BAB

intervention–> baseline–>intervention

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27
Q

threats to internal validdity

A

maturation
subject confounds
setting confounds

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28
Q

internal validity pg.232

A 
M-I-S-S
measurement confounds: bias
setting confounds
independent variable confounds
subject confounds
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29
Q

treatment integrity

A

procedural fidelity

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30
Q

maturation

A

subject confounds

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31
Q

bootleg reinforcement

A

setting confounds

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32
Q

PLACHECK

A

momentary
time sampling
group

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33
Q

with-drawl design

A

DON’T use with SIB

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34
Q

multiple probe

A

use when your trying to see if behavior is in their repertoire

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35
Q

changing criterion design

A

only use for ONE behavior

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36
Q

sequence effects

A

happens the most with multiple treatment reversals

not sure which intervention is having a functional relation on behavior.

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37
Q

multiple treatment intereference

A

alternating treatment

NOT taking any treatments away!

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38
Q

disadvantage to alterntating treatment design

A

I-S-U
irreversibility
sequence effects
unstable data-data is all over the place

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39
Q

used with maintenance and generalization

A

probe design

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40
Q

Advantages of alternating treatment design

A

no with-drawl
minimizes irreversibility
can be used with unstable data
minimal sequence effect

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41
Q

threat to internal validity

A

Measurement confounds-Independent variable confound -Subject confound -S- setting confound

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42
Q

concurrent design

A

alternating treatment design

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43
Q

matching law

A

behavior goes where reinforcement flows

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44
Q

Why do we use alternating treatment design?

A

use for SIB, PICA, etc. because you DON’T need a baseline

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45
Q

changing criterion design requirement

A

needs to be in client’s REPERTOIRE!

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46
Q

Design that shows experimental control

A

ABABAB

Reversal Design

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47
Q

Withdrawal design

A

Target SINGLE target response

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48
Q

Reversal design

A

TWO separate target responses

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49
Q

alternating treatment

A

best to show functional relation, experimental control

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50
Q

Play condition aka

A

CONTROL

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51
Q

establishing operation

A

Increases value of reinforcement

Deprivation

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52
Q

trend

A

direction of data path (downward, upward)

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53
Q

level

A

increasing, decreasing, stable

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54
Q

maturation

A

threat to internal validity (puberty)

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55
Q

FR1

A

Continuous R+

CRF

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56
Q

FR2

A

Fixed Ratio 2

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57
Q

backward training

A

immediate reinforcement

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58
Q

Antecedent interventions

A

FCT, High P, NCR

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59
Q

Interdependent

A

ALL or NONE

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60
Q

Bar graphs (histograms)

A

best used for summary data

comparisons

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61
Q

In-situ training

A

natural environment teaching (NET)

Incidental Teaching

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62
Q

Positive punishment

A 
ROSER
Reprimand
Overcorrection
Shock
Exercise
Response blocking
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63
Q

Negative reinforcement

A

Relief
Escape
Avoidance

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64
Q

Abolishing operation

A

Decreases value of reinforcement

Satiation

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65
Q

masking

A

Behavior in repertoire
Being “masked” by confounding variables
affects stimulus control

Example: taking BCBA exam

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66
Q

overshadowing

A

DON’T have in repertoire.

Client cannot learn the bx because something is interfering

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67
Q

maximize effectiveness of punishment

A

punish the bx in EVERY setting with the highest magnitude

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68
Q

positive practice

A

engage in the appropriate action repeatedly

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69
Q

restitutional overcorrection

A

Leaving the environment in a better state.

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70
Q

single subject design

A

subject acts as his/her own control

doesn’t mean only one subject in study!

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71
Q

Reversal design (BAB, ABAB)

A

Use with SIB behaviors

Use if you DON’t have much time

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72
Q

When irreversibility is a problem in reversal design, which design would you use?

A

Use DRO/DRA/DRI

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73
Q

measurement confounds

A

reactivity
observer drift
observer bias

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74
Q

Type II error

A

occurs more often
false negative
IV did NOT have an effect on DV, when it actually did

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75
Q

satiation

A

Abolishing operation

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76
Q

NCR

A 
fixed TIME
operant
antecedent intervention
not contingent on appropriate behavior
Abolishing operation (decreases attention seeking bx)
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77
Q

successive approximations

A

Shaping

differential reinforcement

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78
Q

Paired preference assessment

A

forced choice

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79
Q

successive choice

A

single preference assessment
single stimuli
presenting one stimuli after the other

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80
Q

anecdotal record

A

ABC recording

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81
Q

narrative recording

A

ABC recording

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82
Q

tact extension

A

extended tacts

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83
Q

reflexivity

A

identity matching

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84
Q

positive reinforcement

A

Type 1 reinforcement

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85
Q

negative reinforcement

A

Type 2 reinforcement

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86
Q

which experimental design shows control?

A

Reversal Design

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87
Q

What does alternating treatment designs minimize?

A

minimizes sequence effects

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88
Q

negative punishment

A

penalty principle

penalty contract

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89
Q

Function of Bx:

Aka for automatic

A

sensory

self-stimulatory

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90
Q

4 term contingency

A

MO/SD-R-S

A-B-C-D

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91
Q

Imitation Training

A 
F-M-I-C
Formal Similarity
Modeling
Immediacy
Controlled relation (SD)
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92
Q

4 types of successive reinforcement

A

multiple, mixed, chained, tandem

93
Q

AKA for Simultaneous compound schedule

A

concurrent, alternative, conjunctive

94
Q

limited hold

A

window of opportunity

95
Q

response prompts

A

M-V-P
model
verbal
physical

96
Q

stimulus prompts

A

M-P-P
movement
position
pairing (redundancy cue)

97
Q

response induction

A

response generalization

98
Q

successive approximation

A

shaping

99
Q

redundancy cue

A

pairing

100
Q

echoic

A

Point To Point correspondence
Formal Similarity
Verbal imitation

101
Q

experimental analysis

A

Functional Analysis

Analog assessment

102
Q

2 types of assessments

A

ID
indirect
direct

103
Q

generative learning

A

generalization

derived relations

104
Q

forced choice preference assessment

A

paired preference assessment

105
Q

non-exclusionary time out

A 
I-W-O-R a Ribbon!
ignore
withdrawal
observation
response cost
106
Q

Response cost

A

Direct fine

bonus response cost

107
Q

exclusionary time out

A

RPH

time out Room
Partition
Hallway

108
Q

forward chaining

A

easy

most common with teachers

109
Q

total task

A

use when teaching new behaviors

use when client knows some behaviors

110
Q

2 components of differential reinforcement

A

shaping

extinction

111
Q

textual

A

codic
Point To Point correspondence
verbal behavior

112
Q

transcription

A

Point To Point correspondence
codic
verbal behavior

113
Q

socially mediated negative reinforcement

A

ESCAPE

114
Q

stimulus-stimulus pairing

A

conditioning/conditioned

115
Q

self-recording

A

self-monitoring

self-observation

116
Q

three-term contingency

A

contingency of reinforcement

A-B-C

117
Q

higher order conditioning

A

secondary conditioning

118
Q

unconditioned punisher

A

primary

unlearned punisher

119
Q

General case analysis

A

General case strategy

120
Q

schedule induced behavior

A

adjunctive behavior

121
Q

High P

A

Pre-task Requests
Interspersed Requests
Behavior Momentum

122
Q

SP

A

punishment

123
Q

4 phases of an FBA assessment

A 
APIE:
Assessment
Plan 
Implement 
Evaluate
124
Q

Behaviorism

A

conceptually systematic

125
Q

Explanatory fiction

A

“knows, wants, thinks”

126
Q

3 problems of Alternating Treatment Design

A

I-S-U
irreversibility
sequence effects
unstable data

127
Q

stimulus equivalence

A

RST:

reflexivity
Symmetry
transitivity

128
Q

Derived relation in stimulus equivalence

A

transitivity

129
Q

3 components of contingency contract

A

BiRD:

Behavior
Reward
Data

130
Q

principle of ABA

A

PER:

punishment
extinction
reinforcement

131
Q

primary reinforcer

A 
sex
water
oxygen
sleep
activity
warmth
food
132
Q

secondary reinforcer

A

money

tokens

133
Q

Derived relations

A

unlearned

untaught

134
Q

2 types of shaping methods

A

AW

Across &
Within - response topography

135
Q

self management

A

self control

136
Q

FCT

A

DRA
DRC
Antecedent intervention
find the function of bx before implementing FCT.

137
Q

DRI

A

Topography

138
Q

grandma’s law

A

Premack principle

139
Q

direct assessment

A

FA
observation
scatterplot
ABC recording

140
Q

habilitation

A

Long term reinforcers

adjust to more naturalistic settings

141
Q

Habituation

A

Respondent
Seeing the same joke over and over again, it becomes less funny
Changing diapers and getting used to the smell

142
Q

Adaptation

A

Operant

143
Q

Loose degree of stimulus control

A

stimulus generalization

multiple stimuli-one response

144
Q

Tight degree of stimulus control

A

stimulus discrimination

example: teach difference between color red and blue

145
Q

open ended preference assessments

A

ask the client

ask the parent

146
Q

pattern analysis

A

scatterplot

147
Q

preliminary assessment

A

indirect assessment
helps with direct assessment

Example: review medical records

148
Q

preference assessment

A

ask: person, significant other, pre-task choice

free operant: contrived, naturalistic observation

trial based: single, paired, multiple

149
Q

reinforcer assessment

A

concurrent
multiple
progressive ratio

150
Q

multiple schedule

A

2 or more R+ schedules

1 BX

Different SD’s

Successive presentation- one after the other

example:
Sitting in one’s seat is reinforced about every 5 minutes, throughout class (VI5)​ for one teacher (S​d1), but only at the beginning of 
class (S​d2) for another teacher (FR1).

151
Q

concurrent schedule

A

2 or more schedules of R+

2 or more BX’s

possible SD

each schedule has it’s own contingency

Matching law- “bx goes where R+ flows”

simultaneous- happening at the same time!

Example: Lilly receives higher rates of reinforcement for B1 (raising hand) to gain teacher attention compared to B2 (calling out the answer). Lilly will choose to raise her hand.

152
Q

alternative schedule

A

EITHER/OR

Either a ratio schedule or an Interval schedule to access R+

2 or more R+ schedules

1 BX

SD- sometimes

simultaneous- happening at the same time!

Example:
Learner has to make 5 correct responses (FR5) OR finish a problem at the table with therapist at the culmination of 10 minutes (FI10) for reinforcement to be provided.

153
Q

pivotal behaviors

A

self-initiated behaviors

untaught behaviors

things we are born with: making jokes, eye contact

154
Q

behavioral cusps

A

behaviors that you are taught how to do: reading, walking, driving

That open your world up to new contingencies

155
Q

matching to sample

A

at least have 3 cards and have child match to the sample card
SHOULD’NT be more than 3!

156
Q

discrete trial training

A

one trial then reinforce

A-B-C contingency

157
Q

Examples of Behavior cusps

A 
Reading
Walking
Crawling
generalized imitation (GMI)
driving
158
Q

Examples of Pivotal behaviors

A 
Joint attention
Self initiation 
Social skills
eye contact
self initiation
joint attention
motivation
initiation
jokes
159
Q

5 phases of assessment

A

Sun Dance Party My Friends!

screening
define target problems & criteria
pinpoint target behaviors
monitor
follow up
160
Q

contrived

A

set up the environment

161
Q

response maintenance

A

make sure client still knows and is maintaining the bx via natural contingencies

162
Q

general case analysis examples

A

teach client how to use different laundry machines, sinks, how to order coffee on app for Starbucks, etc.

163
Q

hailitation

A

operant

generalization

164
Q

habituation

A

respondent

165
Q

program for common stimuli

A

Bringing real environment into training environment.

example: ABA session and I am dressed up as a Starbucks employee, I have client buy coffee

166
Q

ontogeny

A

Operant

trained

167
Q

phylogeny

A

Respondent

untrained

168
Q

abc continuous recording

A

record up to 20-30min
checklist
hard to do when you are the one managing bx’s

169
Q

abc narrative recording

A

take data ONLY when bx occurs

185
Q

four term contingency

A

used with operant & always with imitation

186
Q

Reversal

A

Shows highest functional control

187
Q

Scored IOA

A

Use when bx didn’t occur often

188
Q

Unscored IOA

A

Use with high frequency bx

189
Q

Direct assessments

A

ABC recording
Functional Analysis
Scatterplot

190
Q

HabiLitation

A

LONG TERM REINFORCERS
adjustment
Is it age appropriate?
Is this important for client?

191
Q

Indirect assesments

A

questionnaire
interview
surveys!

192
Q

high p request

A

behavior momentum
interspersed request
2-5 high p’s prior to low p
ANTECDENT INTERVENTION!

193
Q

competency based training

A

description, written description, demonstration, role play, feedback rehearsal, repeat whereas performance monitoring is you are given a score or monitored based on a rubric

194
Q

fluency, standard celeration chart, STUDENT ALWAYS RIGHT

A

precision teaching

195
Q

SD, prompt, response, reinforcement

A

DTT

Discrete trial training

196
Q

Lovaas

A

DTT

Discrete trial training

197
Q

Scripts, choral responding

A

PSI

Personalized system of instruction

198
Q

Semi logarithmic

A

Precision teaching

Used for fluency

199
Q

Engleman

A

DI

Direct Instruction

200
Q

Direct instruction

A

Fast paced

201
Q

Keller Plan

A

PSI

Personalized system of instruction

202
Q

FCT

A

antecedent intervention
DRC
DRA

203
Q

Grandma’s Law/Rule

A

First/Then
Premack Principle
ANTECEDENT INTERVENTION!

204
Q

3 reasons we abide by ethics

A

don’t want to cause harm
meaningful change
standards: maintain professionalism

205
Q

informed consent

A

decide
voluntary
knowledge of treatment

206
Q

4 ways to create integrity system

A

specify
train
monitor
reinforce

207
Q

Equal interval graph

A

Add subtract charts

208
Q

social positive reinforcement

A

attention

209
Q

Artifacts occur with…

A

Partial
Momentary
Discontinuous

210
Q

Most stringent method of IOA

A

Exact count IOA

211
Q

A prompt is only considered a prompt IF it evokes the CORRECT response

A

A prompt is only considered a prompt IF it evokes the CORRECT response

212
Q

Most crudest

A

Total count

213
Q

MELT

A

Most stringent=exact count per interval

Least stringent= total count IOA

214
Q

DRD

A

Rate

215
Q

DRL

A

IRT

216
Q

fixed interval

A

has to do with RESPONSE

217
Q

multiple interference tx

A

alternating tx

218
Q

Watson

A

Operant conditioning

219
Q

Skinner

A

Operant conditioning

220
Q

Pavlov

A

Respondent conditioning

221
Q

SR model

A

operant conditioning

222
Q

semi-logarthmic

A

intervals ARE NOT equal!

223
Q

POD

A

partial overestimates duration

224
Q

PUR

A

partial underestimates rate

225
Q

WUD

A

whole underestimates duration

226
Q

DTT

A

lovaas
percent correct
SD, prompt, response, reinforce

227
Q

DRA

A

DRC
FCT
alternative bx

228
Q

DRI is a subtype of DRA

A

DRI is a subtype of DRA

229
Q

concurrent schedule DESIGN

A

Alternating tx

230
Q

extranous variables

A

noise, light, temperature

231
Q

confounding variables

A

sickness
death in family
sleep
maturation

232
Q

CS-CR

A

respondent
pairing
learned

233
Q

continuous measurement

A

event recording
rate, freq, count
discontinous bx

234
Q

Skinner

A

Operant
Radical
Private events
3 term contingency

235
Q

response

A

one instance of bx

236
Q

behavior

A

several responses of bx

237
Q

functional relation

A

functional control
experimentation
FA

238
Q

Scored IOA

A

take all intervals that observer scored.

divide # of intervals where observers agreed and divide by the total # of scored intervals x 100

239
Q

Experimental question

A

Research question

240
Q

FCT

A

Need to find function of bx before implementing FCT

241
Q

ABC narrative recording

A

Sequence analysis

242
Q

Experimental analysis

A

Functional analysis

243
Q

Functional analysis

A

Experimental analysis

AKA (1 decks)

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