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Terms I Don't Know > AKA's > Flashcards

AKA's Flashcards

1
Q

A PIE

A

Assessment, Planning, Implementation and Evaluation

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2
Q

Come On It’s Theory

A

Checklist , Observations, Interviews and Tests

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3
Q

SEAT

A

Sensory, Escape, Attention, Tangible

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4
Q

4 Parts to Behavior Definition

A

Objective (anyone can read it), Clear (observable and measurable and Complete ( nonexamples and examples)

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5
Q

Stimulus Equivalence Parts

A

Reflexivity ( a=a) Symmetry ( A=B B=A) Transitive A=B B=A A=C)

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6
Q

4 Levels of Science

A

Description (Simply Describing what you See) Prediction ( Find Correlations but no Experimentation) Control (Experimentation)

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7
Q

6 Attitudes of Science

A

D - Determinism - Law-fullness of Behavior
Empiricism - Stating Only Facts
Experimentation - Control of Behavior
Replication - Repeatability of Behavior
P - Parsimony - Simplest Explanation to explain behavior
P- Philosophical Doubt - Healthily Skepticism

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8
Q

7 Dimensions of Science

A

Analytic - Functional Relations
C- Conceptually Systematic - 3 principals of Behavior , Reinforcement, Punishment and Extinction
T- Technological - Anyone can read it and do it
Y
O
A- Applied - Socially Significant
G - Generality - Behavior is generalizable to multiple settings
E- Effective - Changes are Clinically Signficant

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9
Q

Postive Reinforcers

A 
Edible
Attention
Tangibles
Social
Sensory
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10
Q

Postive Punishment Procedures

A 
S- Shock 
O- Overcorrection 
R- Reprimands
E- Excerise 
R- Response Blocking
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11
Q

Sequence Effects

A

Carry- Over Effects , Alternation Effects

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12
Q

Alternating Treatment Designs

A

Simultaneous, Concurrent. Mutil-Element , Multiple Schedules

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13
Q

Repeatability

A

Countability

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14
Q

Rate

A

Frequency

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15
Q

Permanent Product

A

Outcome Recording

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16
Q

Equal- Interval Graphs

A

Arithmetic Charts, Add-Subtract

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17
Q

Line Graph

A

Frequency Polygon

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18
Q

Semilogarthimic Charts

A

Ratio Chart , Multiply Divide , Standard Celeration Chart

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19
Q

Split Middle Progress

A

Trend Line

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20
Q

Premack Principal

A

Relativity Theory of Reinforcement, Grandma’s Law

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21
Q

Total Task Chaining

A

Total Task Chaining, Whole Task Method, Concurrent Chaining

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22
Q

DRO

A

Zero Rate of Responding, Omission Training

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23
Q

High P’s

A

Pre-Task Requests, Behavioral Momentum , Interspersed Request

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24
Q

Incidental Training

A

In-situ Training, Naturalistic Training, Intensive Training

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25
Q

Prediction

A

Correlation, Covaration

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26
Q

Response Induction

A

Response Generalization

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27
Q

Respondent Conditoning

A

Classical Conditioning, Pairing, Pavolov

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28
Q

3 Term Contingency

A

Operant SRS

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29
Q

Operant Contingency

A

Behavioral Contingency, 3 Term Contingency,

30
Q

Anecdotal Observation

A

ABC Recording

31
Q

FA

A

Experimental Analysis , Analog Assessment

32
Q

Contingent Attention

A

Social Disapproval (Iwata)

33
Q

Contingent Escape

A

Academic Demand

34
Q

Control Condition

A

Play Condition

35
Q

Narrative Recording

A

Sequence Analysis, ABC Descriptive Narrative

36
Q

Multiple Stimulus W/out Replacement

A

you don’t replace the items, you are trying to create a hierarchy , you keep the items in the array and take out the one chosen the group will get smaller and smaller

37
Q

Multiple Stimulus with Replacement

A

you don’t replace the one chosen you keep in array and replace items with new ones

38
Q

Description

A

Correlation of Facts of Observed Events

39
Q

Prediction

A

Repeated Observations help form the relationship

40
Q

Stimulus

A

Stimuli that share common elements

41
Q

Sequence Effect

A

Previous exposure to a treatment

42
Q

Multiple Treatment interference

A

Two Treatments at the Same , Prior Learning mask which treatment is effective

43
Q

Habituation Versus Adaption

A

Hab - over a short period of time you no longer respond to the stimuli (Respondent)
Adapt- you adapt over time (Operant)

44
Q

Bar Graph

A

Summarize data but not related and provides a visual analysis of performance of participants

45
Q

Cumulative Records

A

Frequency Data , never decreases instead will just reset.

46
Q

Semilogarithmic Graph

A

Standard Celeration Graph, use for precision teaching , frequency of behavior change over time

47
Q

Visual Analysis

A

Trend (Overall direction of behavior) : increase , decrease, stable AKA Split Middle Progress
Level - Where the behavioral measure converge ( Freq of Behavior goes with the y axis )

48
Q

Concept Formation

A

Requires stimulus generalization to know what fits within a class of stimuli and discriminate between stimuli. so different colors of green.

49
Q

CLEMING

A 
C- Programming Common Stimuli - 
L- Training Loosely
E- Multiple Exemplars 
M- Mediation 
I- Indiscriminable Contingencies
N- Non- Exemplars 
G- General Case Analysis
50
Q

Function Alternating Effect

A

a stimulus becomes a punisher or reinforcer focus on increases in the current behavior.

51
Q

Point to Point Correspondence

A

Example Hello - Hello. All parts of the phrase match middle, beginning and end

52
Q

Formal Similarity

A

Form match , are both written or vocal

53
Q

Mand

A

MO in place with Specific Reinforcer in place

54
Q

Tact

A

Nonverbal Stimuli that evokes a response and the consequence is GCR

55
Q

Transcripition

A

copying what is read with P2P

56
Q

Textual

A

Reading what is read

57
Q

Echoic

A

has both point to point and formal similarity because your copying or imitating

58
Q

DRL

A

when you decrease the number of times the behavior occurs but you want you to keep the behavior and not eliminate it. can be used with space responding, full session, interval or momentary

59
Q

DRD

A

Gradually decreasing criterion to access reinforcement. the goal is to eventually eliminate the behavior

60
Q

Repeatability aka Countability

A

Rate - Count/ Time

IRT - time between responses

61
Q

Temporal Extent

A

Every person occurs doing some point of time , Duration

62
Q

Temporal Locus

A

Every behavior occurs at a certain point in time in respect to other events
IRT, Latency

63
Q

Event Recording

A

must watch all the time

may be impractical for non discrete or high frequency behaviors , use when sessions are constant

64
Q

Duration

A

Good for behaviors that occur at high rates and or are task oriented
requires. timer and must watch all the time but is a direct measure

65
Q

Permeant Product

A

Good for behaviors that cannot be observed all the time , behavior must produce a product. nothing else can produce it.

66
Q

Momentary Time Sampling

A

good for when you cannot watch behavior all the time however, it’s not good for short duration or behaviors that occur too infrequently.

67
Q

Rule of Behavior

A

We use continuous measurement to measurement discontinuous and discontinuous measurement to measure continuous

68
Q

Guidelines for Imitaition

A

Active and Short
Reinforce Prompts
Fade as soon as possible
pair social praise with reinforcers

69
Q

F MIC

A

Formal Similarity - Same Form “Hello” Hello”
M- Model the same
I- Immediacy - between the SD and the behavior and Reinforcement
C- Controlled Relation- You must be the SD for the child and no one else
An Imitative behavior is a new behavior that follows a novel antecedent

70
Q

MVP VS PMR

A 
Response Prompt 
Model
Verbal or Nonverbal
Physical 
Stimulus Prompt
Positional 
Movement
Redundancy

Terms I Don't Know (1 decks)

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