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PSYC328 > Applied Behaviour Analysis (ABA) > Flashcards

Applied Behaviour Analysis (ABA) Flashcards

1
Q

What is science?

A

A systematic approach for seeking and organising knowledge about the natural world.

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2
Q

What are the basic characteristics of science?

A

Description, prediction, control

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3
Q

What is description (characteristic of science)?

A

A collection of facts about observed events, which can then be quantified, classified, and examined for possible relations with other facts.
In other words, systematic observation enhances the understanding of a given phenomenon by enabling scientists to describe it accurately.

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4
Q

What is prediction (characteristic of science)?

A

When two or more events occur together reliably, the occurrence of one event predicts the likelihood of the other occurring.

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5
Q

What is control (characteristic of science)?

A

Allows us to demonstrate functional relations.

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6
Q

When do functional relations exist?

A

Functional relations exist when a well-controlled experiment reveals that a specific change in one event can be reliably produced by specific manipulations of another event, and that the change in the dependent variable was unlikely to be the result of other extraneous factors.

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7
Q

What are the attitudes of science?

A

Determinism, empiricism, experimentation, replication, parsimony, philosophic doubt.

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8
Q

What is determinism?

A

The universe is a lawful and orderly place, in which all phenomena occurs as a result of other events.

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9
Q

What is empiricism?

A

The practice of objective observation of the phenomena of interest.

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10
Q

What is experimentation?

A

A carefully conducted comparison of some measure of the phenomenon of interest under two or more different conditions in which only one factor at a time differs from one condition to another.

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11
Q

What is replication?

A

Repeating an experiment, with the same pattern of findings each time. A method used to determine the reliability and usefulness of finding and discovering mistakes.

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12
Q

What is Parsimony?

A

Requires that all simple, logical explanations for the phenomenon under investigation be ruled out first before complex or abstract explanations are considered.

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13
Q

What is philosophic doubt?

A

Requires continuous questioning of the truthfulness of what is regarded as fact.

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14
Q

What are the dimensions of ABA?

A

Applied, behavioural, analytic, technological, conceptually systematic, effective, generality

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15
Q

What is applied (a dimension of ABA)?

A

Investigates socially significant behaviours with immediate importance to the participant.

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16
Q

What is behavioural (a dimension of ABA)?

A

Precise measurement of behaviour that needs improvement, and documents that it was actually the participant’s behaviour that changed.

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17
Q

What is analytic (a dimension of ABA)?

A

Demonstrates experimental control over the occurrence and non-occurrence of the behaviour. A functional relations is demonstrated.

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18
Q

What is technological (a dimension of ABA)?

A

The written description of all procedures used in the study is sufficiently complete and detailed to enable others to replicate it.

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19
Q

What is conceptual systematic (dimension of ABA)?

A

Behaviour change interventions are derived from basic principles of behaviour.

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20
Q

What is effective (dimension of ABA)?

A

Improves behaviour sufficiently to produce practical results for the participant or client. Must be clinical or socially significant.

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21
Q

What is generality (dimension of ABA)?

A

Produces behaviour changes that last over time, appear in other environments, or spread to other behaviours.

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22
Q

What are the additional characteristics of ABA?

A

Accountable, doable, public, optimistic, empowering.

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23
Q

What are the three branches of ABA?

A

Behaviourism, EAB, ABA

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24
Q

What is behaviour in general (in broader sense)?

A

Everything that we can do.

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25
Q

What is behaviour in ABA perspective?

A

The interaction of a live organism with its environment which involves movements of an organism through time and space and results in a measurable change in the environment.

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26
Q

What does behaviour usually refer to?

A

A large set of responses that share certain functions or topographies.

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27
Q

What is a response?

A

A response is a single instance of behaviour.

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28
Q

What is response topography?

A

The physical shape or form of behaviour.

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29
Q

What is functional analysis?

A

Identifying the function of a behaviour and their effects on the environment.

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30
Q

What is a response class?

A

A set of behaviours that share the same function (each response produces the same effect on the environment).

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31
Q

What does the environment include?

A

Everything except the moving parts of the organism involved in the behaviour.

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32
Q

What is a stimuli?

A

Particular aspects of the environment.

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33
Q

What terms can stimuli be described as?

A

By its form, function, or temporal location.

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34
Q

What is temporal location?

A

When the stimuli occur in relation to the behaviour (can be antecedents or consequences).

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35
Q

What is a stimulus class?

A

A group of stimuli that share the same form, function, or temporal location.

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36
Q

What are the three term contingencies?

A

Antecedents -> Behaviour -> Consequences

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37
Q

What is antecedent?

A

Environmental conditions that exist or occur prior to the behaviour of interest.

38
Q

What is a consequence?

A

A stimulus change that occur after the behaviour of interest.

39
Q

Respondent vs Operant behaviour.

A

Respondent is involuntary/reflexive/unlearned, and responses are elicited by antecedent stimulus. Operant is voluntary, and response frequency are affected by past consequences.

40
Q

What is respondent extinction?

A

When the CS is repeatedly presented with the US.

41
Q

What is higher order conditioning?

A

Can occur when NS is repeatedly paired with CS.

42
Q

Reinforcement

A

Increases future frequency of behaviour.

43
Q

Punishment

A

Decreases future frequency of behaviour.

44
Q

Positive reinforcement/punishment

A

Occurs when a behaviour is followed by the presentation (increased intensity) of a stimulus.

45
Q

Negative reinforcement/punishment

A

Occurs when the behaviour is followed by the withdrawal (or decreased intensity) of a stimulus.

46
Q

Immediacy

A

Consequences are most effective when delivered immediately.

47
Q

Automaticity

A

Consequences can modify behaviour regardless of a person’s awareness.

48
Q

Unconditioned reinforcers

A

Things that will increase the likelihood of behaviour without any prior experiences.

49
Q

Unconditioned punishers

A

Things that will decrease the likelihood of behaviour without any prior experiences.

50
Q

Conditioned reinforcers and punishers

A

Anything that functions as a reinforcer or punisher that is not related to a biological need.

51
Q

How do conditioned reinforcers/punishers become reinforcers/punishers?

A

By being paired with other, already established, reinforcers/punishers.

52
Q

Stimulus control

A

When a behaviour occurs in the presence of an antecedent but not in its absence, we can say that the behaviour is under control of the antecedent stimulus.

53
Q

Motivating operations

A

Things that momentarily alter the reinforcing/punishing properties of a stimuli.

54
Q

Intermittent reinforcement

A

refers to the practice of reinforcing behaviour on some occasions but not on others.

55
Q

Continuous reinforcement

A

When a behaviour is being established, all instances of a behaviour are followed by a reinforcer.

56
Q

Extinction

A

Results in a decrease of the previously reinforced behaviour, and the behaviour may stop altogether.

57
Q

What are some extinction effects.

A

Can result in an increase in other behaviours.
Behaviour reinforced intermittently is more likely to persist during extinction.

58
Q

Behaviour principles.

A

Describes how behaviour works.

59
Q

Behaviour tactics.

A

How principles are used in interventions to help people learn socially significant behaviours.

60
Q

What does individual differences mean?

A

In the same environmental conditions, different people respond in different ways. Our history of reinforcement prior to any situation affects how we behave in that situation.

61
Q

What is social environment?

A

The behaviours of others can function as the antecedent or the consequence for the behaviour of another person.

62
Q

What are the two important characteristics of cultural practices?

A

1) They include many people performing the same (or similar) repeated actions.
2) Those actions have at least one consequence (often more)

63
Q

Microbehaviour.

A

A class of behaviours that make up a cultural practice.

64
Q

Macrocontingencies.

A

The relation between the cultural practice and the cumulative effects that occur due to repeated actions of individuals.

65
Q

What are some behaviour change strategies?

A
  • Prompts
  • Commitment
  • Education
  • Modelling
  • Design
  • Feedback
  • Incentives
66
Q

Prompts as strategies.

A

A visual or auditory aid to remind people to carry out an activity (that they may have otherwise forgotten).

67
Q

Commitment as a strategy.

A

A written or oral promise to change behaviour.

68
Q

Education as a strategy

A

Inform people of the reasoning behind the targeted change in behaviour.

69
Q

Modelling as a strategy

A

Modelling desired behaviours, so people conform to perceived social norms.

70
Q

Design as a strategy

A

The redesigning or engineering of environments, devices, or machinery to facilitate the occurrence of the target behaviour.

71
Q

Feedback as a strategy

A

Giving people feedback about their performance or progress towards the target behaviour.

72
Q

Incentives as a strategy

A

Rewards offered to people for taking an activity (that they would have otherwise not done) or to encourage them to undertake in that activity more frequently.

73
Q

Describe the components of an ABA experiment.

A

> At least one participant
At least one behaviour
At least one setting
A system for measuring the behaviour
At least one intervention
Manipulation of IV

74
Q

What is the meaning of any behaviour determined by?

A

Its function

75
Q

What are the three characteristics of writing a good definition?

A

The definition should be:
> Objective
> Clear
> Complete

76
Q

Direct observation.

A

Measuring the behaviour directly

77
Q

Indirect observation.

A

Measuring the products of behaviour

78
Q

Behaviour can be measured by their:

A

> Repeatability
Temporal extent
Temporal locus

79
Q

Quasi-experimental designs

A

Experimental designs that don’t meet the criteria of random selection and random allocation. And commonly uses single subject design or control group designs in ABA interventions.

80
Q

What is random selection and random allocation substituted with in a quasi-experimental design?

A

> Random selection is substituted by selecting a representative group that you want to generalise.
Random allocation is substituted with replication.

81
Q

Describe single subject design.

A

This is a within subjects design and each subject is measured in multiple conditions and the subjects act on their own control. Primarily uses graphical analyses but some statistical analyses are also possible.

82
Q

Baseline of a single subject design.

A

This is the first part of an ABA experiment. Collects data prior to intervention to give a baseline measure of behaviour and ideally should be stable before introducing intervention.

83
Q

Type of designs and their meanings.

A

> AB: Baseline and intervention
Withdrawal: ABA design, where the baseline is measured, intervention is given, and baseline is measure again after intervention.
Reversal: ABAB design. Baseline, intervention, removal of intervention (back to baseline), reintroduce intervention.
Alternating treatment design: involves rapid alteration of two or more interventions (usually without a baseline) and is based on the principle of stimulus discrimination.
Multiple baseline design: Allows the replication of an intervention across a number of settings, behaviour, or people. There are three basic types.

84
Q

List some variations of reversal designs and what they are.

A

> Repeated reversals
Multiple treatment: Different kinds of intervention
Multiple element: alternates between A and B but order is random.

85
Q

Advantages and disadvantages of alternating treatment design.

A

Advantages:
> Does not require intervention withdrawal
> Reduces possible sequence effects
> Can be used to measure behaviour where the intervention effects may be reversible.
> Can be used with data that do not show a stable trend.
Disadvantages:
> Can only be used with a small number of interventions.
> Interventions must be very different from one another.
> Rapid alternations are not typical of the natural environment.

86
Q

What are the three basic types of multiple baseline design.

A

Multiple baseline across:
> Behaviour
> Subjects (groups)
> Settings

87
Q

Advantages of multiple baseline design over the reversal design.

A

Can be used where removing the:
> Intervention is unethical
> Effects of the intervention isn’t possible

88
Q

What are the characteristics of control group design?

A

> Between-subjects design
Provides an intervention and control group for ‘no intervention’ comparison
Participants are randomly assigned to groups
Each participant experiences one condition only
Use statistical analyses to compare the behaviour of the groups.

89
Q

Cost/benefit analyses.

A

Concerning the cost of the intervention and not the experiments.

90
Q

What are the costs and benefits?

A

Cost: They are most often expressed in monetary terms, however, they can also be expressed in indirect costs.
Benefits: They are most often not expressed in monetary.

91
Q

Cost effectiveness

A

Refers to a comparison of cost/benefit ratios for different interventions.

PSYC328 (1 decks)

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