Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

BCBA Exam Materials > AKA's > Flashcards

AKA's Flashcards

1
Q

Sequence effects

A

Alteration effects

carry-over effects

Disadvantage of ABAB Design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

treatment

A

independent variable

intervention

x-axis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

confounding variables

A

Uncontrollable events
Dependent variable

i.e., med change, adopted sibling, divorce, etc.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Extraneous variables

A

E=E

Environmental (physical environment)

i.e., weather, temperature, sound

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

ratio chart

A

semi-logarithmic

standard celeration chart

rate (increasing/decreasing)

precision teaching

multiply-divide chart

Used for fluency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

validity

A

Valid measurement– Are you measuring it correctly?

irrelevance– Is it accurately measuring the BX?

i.e., turkey thermometer to measure a child’s fever

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

accuracy

A

observed value

true value

measurement bias

i.e., scale at home vs. scale at the doctors office.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

reliability

A

repeated

yields the same results

replication (6 attitudes of science)

Internal Validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Interval-by-interval IOA

A

Trial-by-Trial

Point-by-point IOA

point-by-point agreement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Total count IOA

A

Least Stringent

Least strict

Least conservative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Exact Count IOA

A

Most Stringent

Most Strict

Most conservative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Mean-count-per interval

A

average

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Causation

A

Control
Functional Relation
Experimentation
Analytical

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Correlation

A

Prediction

Covariation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Frequency Polygon

A

line graph

Equal interavl

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Type 2 error

A

False -

“oh, yes It did!”

Visual Analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Statistical error

A

Type 1 error

False +

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Visual analysis error

A

Type 2 error

False -

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Type 1 error

A

False +

“oh, no it didn’t!”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Pattern Analysis

A

Scatterplot (shows temporal distribution)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

ordinate

A

Y- axis
vertical
VOY

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

absicca

A

X- axis
IV
Horizontal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

x-axis

A

Independent variable

Horizontal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

y-axis

A

Dependent Variable

Vertical

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Parametric Analysis

A

Quantity

Dosage

Value

Number

i.e., 10 min. DRO, 5 mg’s VS. 10 mg’s

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Level

A

data path on the y-axis

calculated by a mean (average) go all data points

always a flat line

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Trend

A

Direction of the data path

DAVS- Descending, Ascending, Variable, Stable (no trend)

Steep= (>45 degrees) -quickly
Moderate = (~15-45 degrees) - just ascending
Flat = (0-~15) - stable
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Variability

A

How spread out the data points are

Range

High spread = high variability

Low spread= low variability

Less variability = more stability

more stability = less variability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Empiricism

A

Facts

Detailed descriptions

Observations (objective, quantified)

Experimental practice

Carefully defined phenomenon (i.e., science fair project)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

DRA

A

Functionally Equivalent

FCT (antecedent based)

DRC (consequence based)

Antecedent strategy

DNRA- negative reinforcement (escape)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Unconditioned Punishers

A

Unlearned punishers
Untrained punishers
Pairing

i.e., loud noise, physical restraint, pain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Determinism

A

Lawful, orderly, predictable

Cause + Effect- everything happens for a reason!

Consistent results over numerous experiments

ALL phenomenon occurs as a result of other events.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Replication

A

Repeat

Ratio

accuracy

baseline logic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Philosophical Doubt

A

Healthy Skepticism

BSdetector

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Experimentation

A

Labs

Functional Analysis

Analytic

Functional relation

Experimental Control

Experimental Analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Parsimony

A

Simplest explanation/theory

Keep it simple

Based on prior knowledge and law

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Codic

A

Copy (in any form)

Verbal Operant

Transcription

Textual

Has Point to point correspondence

No formal similarity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Rule governed BX

A

rule control

rule governance

The rule about rules

You don’t have to come in contact w/ the contingency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Contingency Shaped BX

A

immediate consequences

contingency control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Dependent Group Contingency

A

Hero Procedure

“the pressure is on me!”

R+ dependent on an individual or small group

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Habituation

A

Respondent

Reflex weakens

elicit

shorter

Desensitize

Unconditioned Stimulus

i.e., If someone blows in your eye, you blink. Overtime when they blow into your eye, you blink less.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Habilitation

A

Operant BX

adjustment

short & long term reinforcement MAXIMIZED

short & long term punishment MINIMIZED

behavioral cusp/pivotal bx’s

Questions to ask yourself: 
is this age appropriate?
Is this important for them?
Will this generalize?
Will this be functional?
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Scored IOA

A

SLOWWW

Low rates

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Unscored IOA

A

High rate behaviors

over 70%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Internal validity

A

Intervention

Independent variable

M-I-S-S

Measurement confounds (observer drift, reactivity)
Independent variable confounds 
Subject confounds (maturation)
Setting confounds (bootleg R+)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Changing criterion design

A

stepwise fashion

must be in repertoire

type of experimental design

1 bx at a time

used for punishment & reinforcement

LMN- length of phases, magnitude of criterion change, number of criterion.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Multiple probe design

A

Generalization and maintenance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Reversal Treatment Design

A

Multiple Treatment Design

A-B-A-B

A-B-A-B-C-B-C

A-B-C-B-C-B-C

Shows highest functional control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Definitional measures

A

topography

magnitude

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

magnitude

A

force, intensity, severity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

topography

A

form & shape (what the BX looks like)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

baseline logic

A

PVR

Prediction
Verification
Replication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Response induction

A

response generalization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

experimental analysis

A

Functional Assessment

Iwata

Analog Assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

anecdotal observation

A

A-B-C recording

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Assessment

A

FBA

indirect

direct

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

generative learning

A

derived relations

generalization

generality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

False Negative

A

( - ) + ( - ) = +

accurate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

Alternative Compound schedule

A

Either/OR!

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

S-R-S

A

Ontogenic

Antecedent- bx- consequence

consequence that affects the future bx

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

Non-exclusionary time out

A

IWOR

Planned ignoring
withdrawal from specific reinforcement
Contingent observation
Ribbon

Ribbon on = R+ available

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

Successive approximations

A

Shaping

Differential R+

Across and within

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

Echoic

A

Verbal operant

verbal imitation

Point to point correspondence

formal similarity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

Derivative measures

A

PT

Percent of occurence

Trials to criterion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

What is labeled on the horizontal axis?

A

Unit of time- sessions, time, dates

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

what is labeled on the vertical axis?

A

responses, measurement, bx’s, range of responses.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

Data labels

A

titles

intervention

behaviors

different subjects

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

Phase levels

A

conditions

focus

treatments

baseline

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

Motivation

A

In the moment

Satiation

Deprivation

Antecedent

EO & AO

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

Motivating Operation

A

Change in value (in the moment)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

Establishing Operation

A

EO

MO

Value altering – more valuable

Behavior Altering– evocative

Evokes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
72
Q

Abolishing Operation

A

AO

MO

value altering– less valuable

behavior altering– abative effect

abolishing effect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
73
Q

Fixed ratio

A

high steady rates of responding

post R+ pause

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
74
Q

Variable ratio

A

High steady rates of responding

w/o post R+ pause

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
75
Q

pragmatism

A

observable & practical consequences

AB because of C

A- setting
B- BX
C- because of the consequence

asks “how?”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
76
Q

applied

A

socially significant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
77
Q

bx momentum

A

high-p

2-5 high p requests

social praise with each completed request

Interspersed requests

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
78
Q

Conceptually systematic

A

basic principles - PUNISHMENT, EXTINCTION, REINFORCEMENT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
79
Q

permanent product

A

outcome recording

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
80
Q

single preference assessment

A

successive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
81
Q

IRT measurement

A

DRL

Decrease

Temporal Locus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
82
Q

Free operant preference assessment

A

Contrived

natural

record how long child engages with each item

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
83
Q

temporal locus

A

dimensional measurement

IRT

Latency

point in time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
84
Q

Time sampling

A

discontinuous measurement

continuous bx

high rate bx’s

Whole and partial interval
momentary time sampling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
85
Q

whole interval recording

A

WIR-

record if the bx occurs during entire interval

used to increase bx’s

underestimates the percentage of the observation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
86
Q

partial interval recording

A

PIR- 1 recording per interval

used to decrease behaviors

underestimates rate

overestimates duration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
87
Q

momentary time sampling

A

record behavior after the interval ends

did the bx occur? – Y/N

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
88
Q

primary reinforcers

A

untrained R+’s

water
food 
sex
warmth
oxygen
pain
activity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
89
Q

Loose degree of stimulus control

A

stimulus generalization

multiple stimuli- 1 response

i.e.,
S1: horse
S2: pig
S3: bull

Response = animals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
90
Q

tight/narrow stimulus control

A

Strict stimulus control

Stimulus discrimination

i.e., different stimuli do not evoke the same response

light turns green= drive
light turns red= stop driving

91
Q

overshadowing

A

interferes

distraction

bx not in repertoire

92
Q

General case strategy

A

general case analysis

Teaching various stimuli in the generalization setting

teach diff stimulus & response variations

i.e., diff vending machines, diff sinks, diff cell phones, diff make up brushes.

93
Q

respondent extinction

A

unpairing procedure

stimulus-stimulus unpairing

94
Q

bar graphs

A

histograms

used for comparisons

95
Q

adaptation

A

operant bx

evoke

longer

getting used to a condition & it’s consequences

i.e., moving to NY & not sleeping at night due to street noise. Overtime, you adapt & begin sleeping overnight.

96
Q

Component Analysis

A

identifying which treatment is working

remove one component at a time

97
Q

SD

A

Controlled relation

signs reinforcement

availability

precedes a response

98
Q

rate

A

count/time

“PER”

free operant recording

Proficiency/fluency

continuous measurement

discontinuos BX

99
Q

3 Antecedent strategies

A

FCT

High probability request sequence

Noncontingent Reinforcement (NCR)

  • MO*
    pg. 232 PTBABA MANUEL
100
Q

repeatability

A

C-R-C

Count
Rate
Celebration

Frequency
Countability

101
Q

Skinner

A

Operant BX

S-R-S

learned BX

ontogenic

102
Q

ontogenic

A

Learned BX

emit/evoke

consequences

EO

103
Q

Pavlov

A

Respondent BX

Unconditioned

neutral stimulus

stimulus, stimulus pairing

involuntary

phylogeny

reflexive

104
Q

phylogeny

A

Unlearned

reflexive

105
Q

Response prompts

A

M-V-P

Modeling
Verbal Prompts
Physical prompts

106
Q

stimulus prompts

A

M-P-P

movement
positional
pairing (redundancy)

107
Q

limited hold

A

window of opportunity

within a certain time

108
Q

John Watson

A

Methodological behaviorism

Watsonian

S-R (stimulus-response)

observed events

109
Q

self-evaluation

A

self-assessment (analytics/experimentaion)

110
Q

Incidental teaching

A

In-situ teaching

Non-intensive teaching

Natural Environment Training

Hart & Risley

Language training (verbal bx- uses MO’s)

Indiscriminable contingencies

Train loosely (mix Sd’s, multiple exemplars)

111
Q

Shaping

A

across (topographical) &

within (measurement) topographies

112
Q

Requirements for a new BCBA

A

1 year until you can supervise

4 ethics CEU’s

32 total for a 2 year period

113
Q

Social Positive reinforcer

114
Q

Social Negative reinforcer

A

losing something

115
Q

Stimulus equivalence

A

RST

Arbitrary stimuli

Reflexive
symmetry
transitivity

116
Q

generalization across subjects

A

ripple effect

spill over effect

vicarious effect

117
Q

IOA

A

believability

80% or higher

118
Q

Mand

A

MO

no-point-to-point correspondence

119
Q

Variable ratio

A

intermittent R+

most resistent to extinction

120
Q

grandma’s law

A

premark principle

low-p

first-then

121
Q

Hypothetical constructs

A

imaginary constructs

free-will

memory

unobserved

122
Q

explanatory fictions

A

inner dimension

“he knows, wants”

“he’s intelligent”

“figures it out”

123
Q

free operant arrangement

A

matching to sample trials

124
Q

Behavioral cusp

A

taught

new bx

new contingencies

“a whole new world!”

i.e., driving, reading)

125
Q

pivotal behaviors

A

untrained bx’s

things we’re all born with

i.e., eye contact, laughter, etc.

126
Q

Automatic Reinforcement

A

alone

sensory

stereotopty

self-stem

sensory extinction

127
Q

concept

A

concept formation

concept acquisition

128
Q

behaviorism

A

conceptual analysis of bx

129
Q

contiguity

A

temporal contiguity

nearness of events in time

two stimuli are experienced close together in time & as a result an association may be formed

130
Q

Darwinism selectionism

A

3-term-contingency

selection by consequences

131
Q

operant behavior

A

operant conditioning

EVOKE/EMIT

ontogenic

3-term-contingency (ABC)

learned- history of CONSEQEUNCES

voluntary

adaptation

S-R-S (stimulus-response-stimulus)

BF Skinner

132
Q

Respondent BX

A

classical conditioning

Reflexive/Elicit

Phylogeny

Respondent conditioning (CS-CR)

unlearned/involuntary

Ivan Pavlov

Unconditioned (US-UR)

S-S (stimulus-stimulus pairing)

Habituation

133
Q

respondent conditioning

A

reflexive

classical conditioning

CS-CR

Pavlovian conditioning

S-S-pairing

134
Q

SΔ

A

S-delta

reinforcement not available

135
Q

stimulus discrimination

A

SD

tight and narrow stimulus control

136
Q

RALD

A

Rate

amplitude

latency

duration

137
Q

measurement bias

A

overestimate or underestimate

threat to internal validity

threat to accuracy

138
Q

4-term-contingency

A

MO

A-B-C

MO-SD-R

Modeling & imitating

139
Q

delayed prompting

A

time delay

delayed cuing

progressive delay

140
Q

extinction

A

operant extinction

141
Q

negative punishment

A

type 2 punishment

penalty principle

penalty contingency

142
Q

positive punishment

A

type 1 punishment

143
Q

Fading

A

stimulus fading

144
Q

Stimulus shape transformations

145
Q

total task chaining

A

whole-task method

concurrent chaining

total task presentation

146
Q

breaking behavior

A

unlinking a chain

unchaining

147
Q

echoic

A

duplic

verbal imitation

point to point correspondence

formal similarity

GCSR

verbal SD- vocal R

148
Q

DRO

A

zero responding

Length of time (interval & momentary)

omission training

Time based procedures

reinforcement delivered at the end of the interval

149
Q

experimental control

A

functional relation

analysis

control

150
Q

Single subject designs

A

intra-subject designs

within-subject designs

single-case designs

time series

151
Q

analytical

A

functional relation

experimentation

control

152
Q

Experimental analysis of behavior (EAB)

A

FA

analog assessment

Visual analysis (type 2) of graph preferred over statistical analysis (type 1)

conducted in labs (repeated measurement, IV/DV)

Skinner

Within-subject design

Rate of response (common DV)

153
Q

observer drift

A

not recording what they intended to

154
Q

treatment drift

A

IV is applied differently than intended

155
Q

believability

A

HIGH AGREEMENT IOA

Accurate

obtained by reliable measures

156
Q

pre-task choice

A

asking a client about stimulus preference

157
Q

stimulus equivalence formula

A

A=A -reflexive

A=B & B=A -symmetry

B=C & A=C -transitivity

158
Q

Contingency Dependent Antecedent Intervention

A

Antecedent Control

Antecedent procedures

antecedent manipulations

SD***

159
Q

Self-management

A

self control

Self-management tactics:

Self-instruction

habit reversal

systematic desensitization

Massed practice

160
Q

attention

A

contingent attention

161
Q

DRI

A

subtype of DRA

“rather than”

Incompatible bx

162
Q

pro-social behavior

A 
sharing
cooperating
helping
comforting
caring

definition: social competence across a life span (the qualities that make you a good friend)

163
Q

DRH

A

differential reinforcement of high rate behavior

IRT measurement

decreasing IRT between bx’s

164
Q

DRD

A

differential reinforcement of diminishing rates

using a progressively decreasing criteria

rate measurement

165
Q

DRL

A

IRT measurement

increasing IRT between bx’s

166
Q

Which derivative measure is used to display time sampling (interval) data?

A

% of successful intervals/ total intervals

% of occurrences

167
Q

Social validity

A

social significance of target bx

appropriateness of procedure

social importance of results

168
Q

external validity

A

environmental (generalization to other subjects, settings, or behaviors).

169
Q

Faulty Stimulus control

A

control over an irrelevant antecedent stimulus

170
Q

Methodological Behaviorism

A

John Watson

Observable behaviors only

171
Q

contingency adduction

A

rapid learning

definition: BX that was initially selected & shaped under 1 set of conditions, is recruited by a diff. set of contingencies & takes on a new function in the persons repertoire.
i. e., addition, subtraction, multiplication

172
Q

selectionism

A

life evolves, based on function.

survival of the fittest

selection by consequences in regards to function

173
Q

Phylogenic

A

Respondent BX

Pavlov

genetic history

unlearned

involuntary

174
Q

Ontogenic

A

Operant BX

Skinner

Learning results from interaction with environment

175
Q

Operant BX

A

EMIT

EVOKE

Voluntary action

History of consequences

adaptation

function matters

176
Q

Respondent BX

A

ELICITED

REFLEX

Involuntary action

BX is inherited genetically

habituation

US-UR

phylogeny

177
Q

Mentalism

A

Mental or Inner dimension

antecedent analysis

i.e., spiritual, neural, subjective, feelings, attitudes, psychic, conceptual, hypothetical.

178
Q

Radical behaviorism

A

Skinner

Operant BX

S-R-S (stimulus-response-stimulus)

Private event is no diff than public event

environmental considerations

179
Q

Methodological Behaviorism

A

Watson

S-O-R (stimulus, organism variable, response)

observable events ONLY.

mediated through internal processes

180
Q

conceptual analysis of bx

A

examines philosophical, theoretical, historical and methodological issues

181
Q

applied behavior analysis

A

accessing, monitoring, analyzing, communicating the effects of programming.

Characteristics of ABA:
accountable
public
doable
empowering
optimistic

increase, teach and maintain BX

applied systemically to improve socially significant bx.

evidence based method of examining & changing what people say/do.

182
Q

Professional Practice (BX service delivery)

A

professionals delivering behaviors analytic services to consumers

(education, sports, psych, health, etc.)

183
Q

feelings

A

explanatory fictions

collateral products

do not cause bx

184
Q

Expectancy

A

Bias

preconceived notions

185
Q

Free Operant Arrangement

A

Unlimited Responses and reinforcement opportunities

GCSR for some responses

186
Q

Measurement Artifact

A

Misleading Data

Caused by the way bx was measured

Caused by:
time sampling measurement

poorly scheduled observations

insensitive or limiting measurement scales

Cooper pg. 95

187
Q

EO

A

deprivation

188
Q

AO

189
Q

CMO-T (Transitive)

A

Problem solving tool

190
Q

CMO-R (Reflexive)

A

Warning

Signal

Worse or better

191
Q

CMO-S (Surrogate)

A

Pair

Pairing

Paired

192
Q

Personalized system of instruction

A

PSI

Fred Keller

Self-paced

Mastery 90%

Proctors

Lectures

Voluntary

193
Q

Direct Instruction

A

DI

Engelmann

Scripts (TA- curriculum)

small groups (tested & grouped by level)

fast paced (engagement, efficiency)

Choral responding (signal - unison)

correction & error prevention

194
Q

Precision Teaching

A

PT

Ogden Lindsey
Fluency/frequency
Rate
SCC -standard celeration chart

“learner knows best”

195
Q

Arbitrary Stimulus Class

A

Symbolic- Symmetry

Limited # of stimuli

Diff features/stimuli, same category
(cat, bird, dog, cow= animal)

196
Q

adjunctive behaviors

A

time-filling behaviors

Avoid things you don’t like in the meantime (escape lecture)

i.e., checking Facebook, smoking a cigarette, doodling.

197
Q

Setting events

A

Conditions surrounding a bx. It can occur in the presence of an antecedent.

(SD’s or MO’s)

i.e., Not taking medication, Side effects to a new medication, Not getting an adequate amount of sleep, etc.

198
Q

CHECKPOINT:

A

YOU’RE ROCKING IT !

199
Q

Programming common stimuli

A

Bringing real life SD’s into the training environment

200
Q

Relevance of BX rule

A

Will this produce reinforcement in the natural environment once treatment ends?

Will it work?
Is it worth it?

201
Q

Discrete Trial Training

A

DTT

Lovaas

single instruction

antecedent (prompt) -> response-> consequence-> Inter-response trial (time between the consequence & the next antecedent.

202
Q

observable- operational definition

A

observable

measurable characteristics

203
Q

complete- operational definition

A

inclusion/exclusion

examples + non-examples

the boundaries

what counts as a response and what does not

204
Q

clear- operational definition

A

unambiguous

clearly written

easily readable

205
Q

Non-contingent Reinforcement

A

Antecedent strategy

Fixed time

Doesn’t apply to attention seeking behaviors only.

i.e., waiter coming to refill your water before you could even ask.

206
Q

behavioral economics

A

influence behaviors

ratios

i.e., candy will require more points than chips

207
Q

shaping across behaviors

A

topography

form

shape

208
Q

shaping within behaviors

A

dimension

speed

magnitude

volume

209
Q

stimulus-stimulus relations

A

relationship between members of any stimulus class

i.e., conditional stimulus control

210
Q

derived/emergent relations

A

stimuli w/ same effect on behavior

w/o direct training

doesn’t depend on physical similarities

211
Q

equivalence class

A

trained

all potential relations

derived relations

212
Q

Generality: 7 dimensions

A

Lasting over time

spreading to other environments

other behaviors

other people

213
Q

Effective: 7 dimensions

A

change

practical magnitude

214
Q

Technological: 7 dimensions

A

described well

written

to be replicated

IDIOT PROOF

215
Q

Applied: 7 dimensions

A

Socially significant

Important for the client

216
Q

Conceptually systematic: 7 dimensions

A

Expressed in ABA terms

Principles

The Basics

Punishment

Extinction

Reinforcement

217
Q

Analytic: 7 dimensions

A

stimulus control

experimental control

Functional Relation

218
Q

Behavioral: 7 dimensions

A

observable

measurable

behavior of concern

219
Q

Higher Order Conditioning

A

Secondary Conditioning

220
Q

Self-Instructions

A

Self-generated verbal prompts

221
Q

SP

A

punishment

222
Q

antecedent manipulation

A

antecedent control procedures

223
Q

behavioral chain

A

stimulus-response chain

224
Q

schedule-induced behavior

A

adjunctive

BCBA Exam Materials (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions