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All terms Flashcards

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1
Q

Continuous data measurement

A

Every instance of behavior is recorded
Frequency: number of times
Duration: how long
Latency: how long until response
IRT: time btw 2 consecutive responses
Percent: correct or independent
Discrete categorization

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2
Q

Discontinuous data measurement

A

Not every instance of behavior is recorded
Partial interval recording
Whole interval recording
Momentary time sampling

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3
Q

Types of preference assessments

A

Single stimulus
Paired stimuli
Multiple stimuli w/ replacement
Multiple stimuli w/o replacement
(Edibles and non-edibles should not be present in the same assessment)

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4
Q

Single stimulus preference assessment

A

Therapist presents a single stimulus to the learner and records the learner’s reaction (if engagement occurs and for how long)
Good for learners who have difficulty choosing

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5
Q

Paired stimuli preference assessment

A

Therapist presents 2 items at the same time and records the learner’s choice
For assessing items against each other

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6
Q

Multiple stimuli WITH replacement

A

Therapist presents learner with 3 or more items simultaneously, chosen item rotated back into array
Good for learners able to scan and select items ; avoids challenging behavior when items are removed

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7
Q

Multiple stimuli WITHOUT replacement

A

Therapist presents learner with 3 or more items simultaneously, chosen item is removed from array
Most effective way to determine hierarchy of preferred items

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8
Q

Antecedent

A

Events/actions that occur immediately before a behavior

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9
Q

Behavior

A

Observable, measurable action; something a person says or does in response to a stimulus

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10
Q

Consequence

A

Events or actions that occur just after a behavior

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11
Q

DTT (discrete trial teaching)

A

Instruction (antecedent)
Response (behavior)
Deliver reinforcement (consequence)

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12
Q

DTT: instruction

A

Mix of acquisition targets and already mastered targets
Use prompts as needed to teach correct response

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13
Q

DTT: response

A

The learner following the instruction
Re-present skills as needed; can be cold probe (independent) or errorless (prompted)

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14
Q

DTT: deliver reinforcement

A

Given after a set schedule of interval or responses (determined by learner’s skill level)
Conduct preference assessment to ensure most preferred items are used as reinforcement

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15
Q

NET (natural environment teaching)

A

Stay flexible and be prepared for moment to moment teaching
Follow the child’s lead (interest/motivation)
Activities can be short and repetitive
Contrive manding opportunities (narrate; generalize both mastered and target goals)

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16
Q

Forward chaining

A

Each step is taught in the order you would naturally complete them

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17
Q

Total-task chaining

A

All steps of the chain are targeted in unison, therapist prompts any skills not independent

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18
Q

Backward chaining

A

Behaviors linked beginning with last behavior in the sequence, reinforcement follows the final step

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19
Q

Backward chaining with leap aheads

A

Backward chain but not all steps are taught, any steps the learner is already able to complete independently are skipped

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20
Q

Components of shaping

A

Topography (form)
Frequency/rate
Latency
Duration
Magnitude

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21
Q

Shaping: topography (form)

A

Reinforcing small steps toward target sign, even if not correct shape

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22
Q

Shaping: frequency/rate

A

Increasing the target number of responses during a set amount of time

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23
Q

Shaping: latency

A

Decreasing the target amount of time from instruction to response

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24
Q

Shaping: duration

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A

Increasing the amount of time a learner engages in a task

25
Shaping: magnitude
Intensity (ex: of hitting, from hard to soft)
26
Discrimination training
Teaching learners to discriminate/differentiate between 2 or more different things (stimuli, object, sound, emotion)
27
Simple discrimination
Teaching learners to discriminate between 2 or more stimuli based on a single characteristic (Find dog)
28
Conditional discrimination
Teaching learners to differentiate between 2 or more stimuli based on multiple characteristics (find black dog)
29
Stimulus control transfer
Basic prompt/transfer (errorless teaching) Mimetic to mand (sign) Echoic to mand (verbal) Echoic to tact Tact to intraverbal
30
Physical prompts
Physically guiding or touching the learner Full, partial, model, gesture
31
Stimulus prompts
Changing teaching materials or changing environment to cue learner Positional prompt, within stimulus, extra-stimulus
32
Verbal prompts
Full/echoic, partial/phonemic, oral posture, thematic/indirect, inflection/deflection
33
Token economy
Generalized reinforcers (tokens) are exchanged for backup reinforcers Pair verbal praise with token delivery, may need to teach the learner that tokens have value
34
Identifying a crisis
CASH: Continuous, Aggression, Self-Injury, High magnitude disruption
35
Crisis plan
Needed when there is no other alternative that will keep the client and others in the environment safe
36
Antecedent interventions
Provide transition warnings Prompt correct response Use first/then statement Offer choices
37
Differential reinforcement
Providing reinforcement for desired behavior and providing less reinforcement for less desired form of behavior Reinforce: absence of target behavior; replacement of target behavior; lower or higher rates of target behavior
38
Extinction
Withholding or discontinuing reinforcement from a behavior that has been previously reinforced Always teach appropriate replacement behaviors; not ignoring, never used alone
39
Incident report
Records details of any unusual or important event that occurs related to clients and/or staff members
40
Client dignity
Maintain privacy and confidentiality Don't talk down to them, belittle them, talk about them like they're not there Adjust language and behavior to age and skill level Respect family and cultural differences, don't take advantage of them
41
Professional boundaries
Don't babysit Don't become part of their personal life or share your personal life Avoid romantic and business relationships Don't connect on social media Don't provide ABA services for friends or relatives
42
Nature of supervision
Behavior Skills Training (BST): Instruction, Modeling, Rehearsal, Feedback Active observation, engaging with RBT and client, vocal and written feedback
43
Supervision criteria
Must be properly documented Must be behavior-analytic in nature Must include 2 face-to-face contacts One observation must be while providing services One must be individual 5% of service hours provided must be supervised
44
Clinical direction: client-related
Atypical behavior, mood swings, questions asked by parents Additional coaching/training, unclear behavior target directions, anything unusual that happens in a session
45
Clinical direction: ethics-related
Meeting supervision requirements If a mandated report needs to be made Concerns about multiple relationships or conflict of interest
46
Types of reinforcers
Unconditioned: primary reinforcer (food, sleep, etc) Conditioned: secondary reinforcer (social praise; something not naturally reinforcing)
47
Trials to criterion
The number of times it takes a learner to reach a specific level
48
Forms of differential reinforcement
DRO: other behavior DRA: alternative behavior DRI: incompatible behavior DRL: low rates DRH: high rates
49
DRO
Differential reinforcement of other behavior Reinforces the absence of target behavior (for a specified period of time; whole interval)
50
DRA
Differential reinforcement of alternative behavior Reinforces alternative or replacement for a target behavior
51
DRI
Differential reinforcement of incompatible behavior Reinforces an incompatible replacement behavior Incompatible behavior should serve the same function as the target behavior
52
DRL
Differential reinforcement of low rates of behavior Reinforces lower rates of target behavior Used to decrease a behavior that is occurring too often
53
DRH
Differential reinforcement of high rates of behavior Reinforces higher rates of target behavior Used to increase rate of desired behavior that is happening too infrequently
54
Positive reinforcement
Adding something desired to increase the behavior Delivering praise or toy or edible
55
Negative reinforcement
Removing something aversive to increase the behavior Removal of a non-preferred food item when child cries
56
Positive punishment
Adding something aversive to decrease the behavior Scolding or assigning chores
57
Negative punishment
Removing something desired to decrease behavior Removal of a preferred toy item
58
Form vs. function
Function: the reason a behavior is occurring (why) Form: typography, what the behavior looks like You cannot determine the function of a behavior based on what the behavior looks like
59
Functions of behavior
Escape: removal of undesired activities or situations Attention: provides access to people or interactions (positive or negative) Tangibles: provides access to preferred items or activities Sensory: provides preferred sensory experiences

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