All terms Flashcards
Continuous data measurement
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
Discontinuous data measurement
Not every instance of behavior is recorded
Partial interval recording
Whole interval recording
Momentary time sampling
Types of preference assessments
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)
Single stimulus preference assessment
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
Paired stimuli preference assessment
Therapist presents 2 items at the same time and records the learner’s choice
For assessing items against each other
Multiple stimuli WITH replacement
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
Multiple stimuli WITHOUT replacement
Therapist presents learner with 3 or more items simultaneously, chosen item is removed from array
Most effective way to determine hierarchy of preferred items
Antecedent
Events/actions that occur immediately before a behavior
Behavior
Observable, measurable action; something a person says or does in response to a stimulus
Consequence
Events or actions that occur just after a behavior
DTT (discrete trial teaching)
Instruction (antecedent)
Response (behavior)
Deliver reinforcement (consequence)
DTT: instruction
Mix of acquisition targets and already mastered targets
Use prompts as needed to teach correct response
DTT: response
The learner following the instruction
Re-present skills as needed; can be cold probe (independent) or errorless (prompted)
DTT: deliver reinforcement
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
NET (natural environment teaching)
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)
Forward chaining
Each step is taught in the order you would naturally complete them
Total-task chaining
All steps of the chain are targeted in unison, therapist prompts any skills not independent
Backward chaining
Behaviors linked beginning with last behavior in the sequence, reinforcement follows the final step
Backward chaining with leap aheads
Backward chain but not all steps are taught, any steps the learner is already able to complete independently are skipped
Components of shaping
Topography (form)
Frequency/rate
Latency
Duration
Magnitude
Shaping: topography (form)
Reinforcing small steps toward target sign, even if not correct shape
Shaping: frequency/rate
Increasing the target number of responses during a set amount of time
Shaping: latency
Decreasing the target amount of time from instruction to response
Shaping: duration
Increasing the amount of time a learner engages in a task
Shaping: magnitude
Intensity (ex: of hitting, from hard to soft)
Discrimination training
Teaching learners to discriminate/differentiate between 2 or more different things (stimuli, object, sound, emotion)
Simple discrimination
Teaching learners to discriminate between 2 or more stimuli based on a single characteristic (Find dog)
Conditional discrimination
Teaching learners to differentiate between 2 or more stimuli based on multiple characteristics (find black dog)
Stimulus control transfer
Basic prompt/transfer (errorless teaching)
Mimetic to mand (sign)
Echoic to mand (verbal)
Echoic to tact
Tact to intraverbal
Physical prompts
Physically guiding or touching the learner
Full, partial, model, gesture
Stimulus prompts
Changing teaching materials or changing environment to cue learner
Positional prompt, within stimulus, extra-stimulus
Verbal prompts
Full/echoic, partial/phonemic, oral posture, thematic/indirect, inflection/deflection
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
Identifying a crisis
CASH: Continuous, Aggression, Self-Injury, High magnitude disruption
Crisis plan
Needed when there is no other alternative that will keep the client and others in the environment safe
Antecedent interventions
Provide transition warnings
Prompt correct response
Use first/then statement
Offer choices
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
Extinction
Withholding or discontinuing reinforcement from a behavior that has been previously reinforced
Always teach appropriate replacement behaviors; not ignoring, never used alone
Incident report
Records details of any unusual or important event that occurs related to clients and/or staff members
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
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
Nature of supervision
Behavior Skills Training (BST): Instruction, Modeling, Rehearsal, Feedback
Active observation, engaging with RBT and client, vocal and written feedback
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
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
Clinical direction: ethics-related
Meeting supervision requirements
If a mandated report needs to be made
Concerns about multiple relationships or conflict of interest
Types of reinforcers
Unconditioned: primary reinforcer (food, sleep, etc)
Conditioned: secondary reinforcer (social praise; something not naturally reinforcing)
Trials to criterion
The number of times it takes a learner to reach a specific level
Forms of differential reinforcement
DRO: other behavior
DRA: alternative behavior
DRI: incompatible behavior
DRL: low rates
DRH: high rates
DRO
Differential reinforcement of other behavior
Reinforces the absence of target behavior (for a specified period of time; whole interval)
DRA
Differential reinforcement of alternative behavior
Reinforces alternative or replacement for a target behavior
DRI
Differential reinforcement of incompatible behavior
Reinforces an incompatible replacement behavior
Incompatible behavior should serve the same function as the target behavior
DRL
Differential reinforcement of low rates of behavior
Reinforces lower rates of target behavior
Used to decrease a behavior that is occurring too often
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
Positive reinforcement
Adding something desired to increase the behavior
Delivering praise or toy or edible
Negative reinforcement
Removing something aversive to increase the behavior
Removal of a non-preferred food item when child cries
Positive punishment
Adding something aversive to decrease the behavior
Scolding or assigning chores
Negative punishment
Removing something desired to decrease behavior
Removal of a preferred toy item
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
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
