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AKA's Flashcards

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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
Prediction
Correlation, Covaration
26
Response Induction
Response Generalization
27
Respondent Conditoning
Classical Conditioning, Pairing, Pavolov
28
3 Term Contingency
Operant SRS
29
Operant Contingency
Behavioral Contingency, 3 Term Contingency,
30
Anecdotal Observation
ABC Recording
31
FA
Experimental Analysis , Analog Assessment
32
Contingent Attention
Social Disapproval (Iwata)
33
Contingent Escape
Academic Demand
34
Control Condition
Play Condition
35
Narrative Recording
Sequence Analysis, ABC Descriptive Narrative
36
Multiple Stimulus W/out Replacement
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
Multiple Stimulus with Replacement
you don't replace the one chosen you keep in array and replace items with new ones
38
Description
Correlation of Facts of Observed Events
39
Prediction
Repeated Observations help form the relationship
40
Stimulus
Stimuli that share common elements
41
Sequence Effect
Previous exposure to a treatment
42
Multiple Treatment interference
Two Treatments at the Same , Prior Learning mask which treatment is effective
43
Habituation Versus Adaption
Hab - over a short period of time you no longer respond to the stimuli (Respondent) Adapt- you adapt over time (Operant)
44
Bar Graph
Summarize data but not related and provides a visual analysis of performance of participants
45
Cumulative Records
Frequency Data , never decreases instead will just reset.
46
Semilogarithmic Graph
Standard Celeration Graph, use for precision teaching , frequency of behavior change over time
47
Visual Analysis
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
Concept Formation
Requires stimulus generalization to know what fits within a class of stimuli and discriminate between stimuli. so different colors of green.
49
CLEMING
``` C- Programming Common Stimuli - L- Training Loosely E- Multiple Exemplars M- Mediation I- Indiscriminable Contingencies N- Non- Exemplars G- General Case Analysis ```
50
Function Alternating Effect
a stimulus becomes a punisher or reinforcer focus on increases in the current behavior.
51
Point to Point Correspondence
Example Hello - Hello. All parts of the phrase match middle, beginning and end
52
Formal Similarity
Form match , are both written or vocal
53
Mand
MO in place with Specific Reinforcer in place
54
Tact
Nonverbal Stimuli that evokes a response and the consequence is GCR
55
Transcripition
copying what is read with P2P
56
Textual
Reading what is read
57
Echoic
has both point to point and formal similarity because your copying or imitating
58
DRL
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
DRD
Gradually decreasing criterion to access reinforcement. the goal is to eventually eliminate the behavior
60
Repeatability aka Countability
Rate - Count/ Time | IRT - time between responses
61
Temporal Extent
Every person occurs doing some point of time , Duration
62
Temporal Locus
Every behavior occurs at a certain point in time in respect to other events IRT, Latency
63
Event Recording
must watch all the time | may be impractical for non discrete or high frequency behaviors , use when sessions are constant
64
Duration
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
Permeant Product
Good for behaviors that cannot be observed all the time , behavior must produce a product. nothing else can produce it.
66
Momentary Time Sampling
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
Rule of Behavior
We use continuous measurement to measurement discontinuous and discontinuous measurement to measure continuous
68
Guidelines for Imitaition
Active and Short Reinforce Prompts Fade as soon as possible pair social praise with reinforcers
69
F MIC
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
MVP VS PMR
``` Response Prompt Model Verbal or Nonverbal Physical Stimulus Prompt Positional Movement Redundancy ```

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