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BEHP 5011 > All Units > Flashcards

All Units Flashcards

1
Q

The Experimental Analysis of Behavior (EAB)
Applied Behavior Analysis (ABA)
Behavior Analysis Service Delivery
Conceptual Analysis of Behavior

A

Domains of Behavior Analysis

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2
Q

The basic foundation for our conceptual analyses and permeates all the branches

A

Radical Behaviorism

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3
Q

Basic research ; Discovery of basic principles and processes in the laboratory. Uses cumulative records, manipulation of variables and automated recording

A

Experimental Analysis of Behavior (EAB)

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4
Q

Direct, repeated measurement of behavior
Rate of response as the basic datum
Visual inference (graphing)
Within subject comparisons

A

4 Methodologies of EAB

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5
Q

Design, implementation and evaluation of systematic environmental modifications to produce socially significant change in the real world (applied research)

A

Applied Behavior Analysis

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6
Q

Implementation of validated EAB and ABA procedures to assess and improve socially important human behaviors

A

ABA Practice

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7
Q 
Applied
Behavioral
Analytic
Technological
Conceptually Systematic
Effective
Generality
A

Seven Dimensions of ABA

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8
Q

“Some Current Dimensions of Applied Behavior Analysis” by Baer, Wolf, and Risley, 1968.

A

Article that defined ABA and the 7 dimensions

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9
Q

The implementation of basic principles to change behaviors of significance to clients

A

Applied

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10
Q

Behavior is directly observed and measured, usually in the real-life environment

A

Behavioral

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11
Q

Seeks to identify functional relations between manipulated environmental events and behavior through systematic and controlled manipulations

A

Analytic

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12
Q

Procedures are completely identified, and precisely described and defined

A

Technological

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13
Q

Procedures are liked to, and described in terms of, the basic principles of behavior

A

Conceptually Systematic

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14
Q

An accountable discipline with data-based procedure changes

A

Effective

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15
Q

Behavior changes achieved should maintain, transfer to other settings and situations, and spread to other behaviors

A

Generality

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16
Q

Deals with philosophical and theoretical issues and history of our discipline related to these issues

A

Conceptual Analysis

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17
Q

The set of assessment and behavior change procedures validated by ABA researchers

A

Behavioral Technology

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18
Q

Past and current behavior is explained as a function of environmental contingencies

A

Environmental Explanations

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19
Q

Explain behavior by referring to hypothetical constructs from a dimension that is inferred to be inside the organism

A

Mentalistic Explanations

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20
Q

Circular reasoning

The description becomes an explanation

A

Explanatory Fictions

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21
Q

Mentalistic explanations

Teleological explanations

A

2 Major Types of Explanatory Fictions

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22
Q

Summary labels of behavior (such as traits, states, attitudes, diagnostic categories) and other hypothetical constructs are used to explain behavior

A

Mentalisms

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23
Q

Future events are mistakenly used to explain behavior

A

Teleological Explanations

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24
Q

Focus on the structure of language

A

Traditional Views of Language

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25
Q

Focus on the function of language

A

Skinnerian View of Language

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26
Q

Operant behavior reinforced through the mediation of other persons

A

Verbal behavior

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27
Q 
Speaking
Signing
Pointing
Writing
Gesturing
Touching
A

Forms of Verbal Behavior

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28
Q

The individual emitting the verbal response

A

Speaker

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29
Q

The individual the speaker interacts with

A

Listener

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30
Q

Usually provides the antecedents and consequences for the speaker’s verbal behavior

A

Role of the Listener

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31
Q

Composed of listeners who belong to a trained verbal community

A

Audience

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32
Q

The type of selection involved in the evolution of verbal behavior

A

Cultural Selection

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33
Q 
Tact
Mand
Duplic
Codic
Intraverbal
A

Elementary Verbal Operants

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34
Q

Naming, labeling, describing

Under the antecedent control of a non-verbal stimulus

A

Tact

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35
Q

Requesting, asking, commanding

Under the antecedent control of an establishing operation (EO)

A

Mand

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36
Q

Under the antecedent control of verbal stimuli with point-to-point correspondence and with formal similarity to the response

A

Duplic

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37
Q

Echoics

Copying a text

Mimetics

A

Types of Duplics

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38
Q

The repeating of a vocal verbal unit

Repeating, Vocal imitation

A

Echoic

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39
Q

Has point-to-point correspondence and formal similarity to the written verbal stimulus

A

Copying a Text

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40
Q

The imitation of a physical movement that is also a non-vocal verbal unit (Motor imitation)

A

Mimetic

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41
Q

Under the antecedent control of verbal stimuli with point-to-point correspondence but without formal similarity

A

Codic

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42
Q

Textual
Taking dictation
Finger spelling words heard
Saying words seen finger spelled

A

Types of Codics

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43
Q

Under the antecedent control of verbal stimuli without point-to-point correspondence and with no formal similarity

A

Intraverbal

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44
Q

When the strength of a single response is a function of more than one variable

A

Multiple Control

45
Q

Under the antecedent control of a mand to comply

A

Receptive Language

46
Q

The speaker selects a stimulus in the environment by pointing or finding a picture and handing it to the listener

A

Selection-Based Verbal Behavior

47
Q

The listener discriminates what the speaker is “saying” based on topography of the verbal behavior

A

Topography-Based Verbal Behavior

48
Q

An operant class that includes within it other classes that can themselves function as operants

A

Higher-Order Class

49
Q

A higher-order operant response classe that is under the control of verbal antecedent stimuli (known as rules)

A

Rule-Governed Behavior

50
Q

Alter the evocative or abative effect of other antecedent stimuli

A

Function-Altering Effects of Rules

51
Q

Behavior acquired via immediate reinforcement contingencies

A

Contingency-Shaped Behavior

52
Q

Used to categorize stimuli that have multiple functions ; Cover various functions of stimuli

A

Omnibus Terms

53
Q

Aversive stimulus

Appetitive stimulus

A

2 Omnibus terms commonly used by behavior analysts

54
Q

Its presentation evokes behavior that terminates it.
Its onset weakens behavior that precedes its onset.
Its offset strengthens behavior that precedes its offset.
It may elicit smooth muscle and gland responses.

A

Aversive Stimulus

55
Q

Its onset strengthens behavior that precedes its onset.
Its offset weakens behavior that precedes its offset.
It abates behavior that removes it.
It may elicit smooth muscle and gland responses.

A

Appetitive Stimulus

56
Q

A sequence of responses in which each response produces a stimulus change that functions as conditioned reinforcement for that response and as a discriminative stimulus for the next response in the chain.

A

Behavior Chain

57
Q

The spread of the effects of reinforcement to responses outside the limits of an operant class.

A

Induction

58
Q

The differential reinforcement of successive approximations to a target behavior.

A

Shaping

59
Q

The terminal target response is a distinct topography - a different response - than the response that is currently occurring.

A

Shaping Across Topographies

60
Q

The terminal target response is similar in form to the initial response, but varies across some dimension, such as rate or duration.

A

Shaping Within Topographies

61
Q

Magnitude
Quantity
Duration

A

Parameters of Reinforcement

62
Q

The rule that describes or specifies which responses will be followed by reinforcement and which will not.

A

Schedule of Reinforcement

63
Q

Reinforcement occurs each and every single time the behavior occurs ; used to establish or strengthen behavior.

A

Continuous Reinforcement

64
Q

Some responses are reinforced and some are not ; used to maintain already established behavior.

A

Intermittent reinforcement

65
Q

Reinforcement is delivered after a certain number of responses.

A

Ratio

66
Q

Reinforcement is delivered for the FIRST response after a certain amount of time since the previous reinforcement.

A

Interval

67
Q

The number of responses, or amount of time, remains the same.

A

Fixed

68
Q

The number of responses, or amount of time, is random. but centers around (i.e., averages out to) a particular value.

A

Variable

69
Q

A restriction placed on an internal schedule requiring that the response occur within a specified time limit following the interval to be eligible for reinforcement.

A

Limited Hold

70
Q

All or none schedules, as they produce a pause in responding immediately after reinforcement. which is followed by a burst of responding. Pauses tend to be longer the thinner the schedule.

A

FR schedules

71
Q

Produce steady and high rates of responding.

A

VR schedules

72
Q

A behavioral effect associated with abrupt increases in ratio requirements when moving from denser to thinner reinforcement schedules.

A

Ratio Strain

73
Q

Scalloped :
Produce a pause in responding immediately after reinforcement, which is followed by a gradual increase in the rate of responding, with the highest rates at the time closest to reinforcement.

A

FI schedules

74
Q

Produce steady, low to moderate rates of responding.

A

VI schedules

75
Q

A preferred stimulus is delivered at a point in time without a response requirement.

A

Time-based schedules

76
Q

Reinforcement occurs if and only if rate of response is equal to or greater than a specified value.

A

Differential Reinforcement of a High Rate of Responding (DRH)

77
Q

The contingency for reinforcement is governed by the time elapsed between successive responses (as opposed to responses per unit of time).

A

DRH-IRT schedules

78
Q

Consist of two or more schedules operating simultaneously but independently of each other, each for a different response.

A

Concurrent schedules

79
Q

Consist of two or more alternating schedules, each associated with a different stimulus.

A

Multiple schedules

80
Q

The same as a multiple schedule except that there are no different stimuli associated with each component schedule.

A

Mixed schedules

81
Q

A conditioned reinforcer is produced by completion of the response requirements for that component schedule in the chain.

A

Chained schedules

82
Q

Similar to chained schedules but with no discriminative stimuli in the links of the chain.

A

Tandem schedules

83
Q

A change in one component of a multiple schedule that increases or decreases the rate of responding on that component is accompanied by a change in the response rate in the opposite direction on the other, unaltered component of the schedule.

A

Behavioral Contrast

84
Q

States that organisms match relative rates of behavior to relative rates of reinforcement.

A

Matching Law

85
Q

If the consequence occurs now, how likely is it to be effective as reinforcement or punishment for that behavior.

A

Value

86
Q

The contrast between an “available” and “unavailable” condition.

A

Differential availability

87
Q

An antecedent condition, operation or stimulus that alters the effectiveness of a consequence and has a momentary effect on a dimension of behavior.

A

Motivating operation

88
Q

Value-Altering Effect and Behavior-Altering Effect

A

2 General Effects of MO

89
Q

An alteration (increase or decrease) in the momentary effectiveness of a reinforcer or punisher.

A

Value-altering effect

90
Q

Establishing Effect

Abolishing Effect

A

2 Value-altering effects of MOs

91
Q

An alteration in the current frequency of behavior that has been reinforced or punished by the stimulus that is altered in effectiveness by the same motivating operation.

A

Behavior-altering effect of MOs

92
Q

Evoke behavior or Abate behavior

A

2 Behavior-altering effects of MOs

93
Q

Alter the effectiveness of SDs and widen or narrow the stimulus generalization gradient.

A

Additional effects of MOs

94
Q

Establishing operations (EO) and Abolishing Operations (AO)

A

2 General types of MOs

95
Q

Provenance of the value-altering effect and the type of consequence whose value is altered.

A

2 Variables for classifying MOs

96
Q

A motivating operation that increases the effectiveness of the reinforcer or punisher and may evoke or abate behavior.

A

Establishing operation (EO)

97
Q

A motivating operation that decreases the effectiveness of a reinforcer or punisher and may evoke or abate behavior.

A

Abolishing operation (AO)

98
Q

Reinforcer Establishing Effect and Evocative Effect

A

2 Effects of EOs related to reinforcement

99
Q

Reinforcer Abolishing Effect and Abative Effect

A

2 Effects of AOs related to reinforcement

100
Q

MOs that alter the effectiveness of reinforcers but only as a result of the individual organism’s history (are learned).

A

Conditioned Motivating Operations (CMOs) for reinforcement

101
Q

Conditioned Establishing Operations for reinforcement and Conditioned Abolishing Operations for reinforcement.

A

2 General Types of CMOs for reinforcement

102
Q

4 types of unlearned environment-behavior relations

A

Reflexes, Kinesis, Taxis and Fixed action patterns

103
Q

A simple relation between an antecedent stimulus and a reflex response

A

Reflex

104
Q

To strongly, consistently, and reliably evoke

A

Elicit

105
Q

A simple relation between a specific stimulus and a specific innate, involuntary response

A

Unconditioned Reflex

106
Q

Patellar reflex, eye blink reflex, lachrymal reflex, pupillary reflex, respiratory reflex, sneeze reflex, cough reflex, rooting reflex, sucking reflex, salivation reflex, swallowing reflex, peristalsis reflex, reverse peristalsis reflex, reflex related to low/high temperature, reflex to loud sound, withdrawal reflex, activation

A

Examples of Human reflexes

107
Q

A stimulus that elicits an unconditioned response without prior learning

A

Unconditioned stimulus

108
Q

A response that is elicited by an unconditioned stimulus without prior learning

A

Unconditioned response

109
Q

A temporary reduction in reflex response due to repeated presentations of the eliciting stimulus

A

Habituation

BEHP 5011 (1 decks)

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