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aba exam > B- Concepts And Principles > Flashcards

B- Concepts And Principles Flashcards

1
Q

Behavior

A

Anything an organism can do
(Can a dead man do it?)

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2
Q

Response

A

A single instance of a behavior
Ex. Answering a question

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3
Q

Response class

A

A group of behaviors with differing topographies that have the same function and serve the same purpose
Ex. Writing, saying or showing 4 as an answer

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4
Q

Stimulus

A

A change in the environment that evokes a behavior

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5
Q

Stimulus class

A

A group or set of stimuli that share the similar characteristics

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6
Q

Stimulus class- physical/formal

A

Look/sound alike

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7
Q

Stimulus class- functional

A

Effects behavior the same way

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8
Q

Stimulus class- temporal

A

When the stimulus occurs in relation to the behavior (time)
Ex. Antecedents to the same behavior
Consequences to the same behavior

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9
Q

Probing

A

Asking a client to preform a task to assess if they have that skill

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10
Q

Respondent conditioning/classical conditioning

A

A neutral stimulus is paired with an unconditioned or conditioned stimulus and now elicit the same reflex without the presence of the original stimulus
(Elicits a reflex)
Ex. Pavlov’s dog

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11
Q

Operant conditioning

A

Consequences affect the future probability of a behavior occurring or not occurring
(Evokes a response)

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12
Q

Operant conditioning

A

Consequences affect the future probability of a behavior occurring or not occurring
(Evokes a response)

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13
Q

Continuous reinforcement

A

Reinforcement is provided for each occurrence of the behavior
(Typically used to learn a new behavior)

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14
Q

Intermittent reinforcement

A

Reinforcement is provided for some occurrences of the behavior
(typically used to maintain established behavior)

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15
Q

Fixed ratio

A

Reinforcement at a set number of responses

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16
Q

Variable ratio

A

Reinforce a varying number of responses

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17
Q

Fixed interval

A

Reinforce after set amount amount of time

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18
Q

Variable interval

A

Reinforce a response after a varying amount of time

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19
Q

Concurrent schedule

A

Two or more basic schedules for two or more behaviors at the same time.
Ex. FR1 for manding and FI for SIB

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20
Q

Multiple schedule

A

Two or more basic schedules of reinforcement in an alternating sequence and there is an SD given.

Ex. Ed receives a break FR3 (SD worksheet), he receives a break after VI 10 (SD cleaning)

The SD allows him to know which schedule is up

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21
Q

Mixed schedule

A

Two or more basic schedules of reinforcement in an alternating sequence and no SD is signaling the schedule.

Ex.  reinforcement for doing math schedules on a VR3 schedule or a VI4 schedule Reinforcement for either

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22
Q

Chain schedule (successive)

A

Two or more basic schedule requirements that occur in a row with an SD present

Ex. Sprint for 30 seconds. (FI 30) walk for 90 seconds (FI 90). Then receive reinforcement.

23
Q

Tandem schedule

A

Two or more basic schedule requirements that occur in a row no SD present singling schedule is happening

Ex. FI 4min, FR 3. You must produce three responses after four minutes have passed.

24
Q

Alternative schedule

A

Either/or behavior must happen to get reinforcement

Ex. Complete 50 math problems or wait five minutes. 

25
Q

Conjunctive schedule

A

And/both behaviors must happen to receive reinforcement

Ex. Complete math problems and wait five minutes.

26
Q

Automatic

A

Produces consequences without needing another individual to change the environment

27
Q

Socially mediated

A

The consequences delivered through another individual

28
Q

Spontaneous recovery

A

The sudden reemergence of a previously extinct behavior

29
Q

Stimulus control

A

Behaviors are responses occur, or don’t occur only in the presence or more often or less often in the presence of a stimulus

30
Q

Differential reinforcement

A

Reinforce the target behavior and put other behavior on extinction
(This learns to discrimination) 

31
Q

Generalization

A

A behavior occurs outside of the learning environment examples

32
Q

Stimulus generalization

A

Responding in the same way to an antecedent stimulus that share certain aspects of other anesthetic stimulus

Ex. A child screams when he sees a white rat and also screams when he sees a stuffed animal.

33
Q

Response generalization

A

When a person performs a variety of functional responses in the presence of the same stimulus
Or
Different behaviors with the same function occur across one stimulus

Ex. The presence of your friend you say hi what’s up or wave

34
Q

Maintenance

A

The ability for a behavior to persist after teaching stops

35
Q

Motivating operation

A

Alters the value of a consequence 

36
Q

Establishing operation

A

Increase the effect of a reinforcer (value altering effect)

37
Q

Abolishing operation

A

 decreases the effectiveness of a reinforcer
(Value altering effect)

38
Q

Evocative effect

A

Increasing the frequency of behavior from the same motivating operation (behavior altering effect)

Ex. You typically drink one cup of coffee but during an exam week staying up late is more valuable so you drink two or 3 cups of coffee

39
Q

Abative effect

A

Decreases the frequency of behavior from the same motivating operation
(Behavior altering effect)

Ex. You always do three pages of writing in the morning but on vacation you will only write one page because the completion is less valuable.

40
Q

Conditioned motivating operations

A

Reflexive (CMO-R)
Transitive (CMO-T)
Surrogate (CMO-S)

41
Q

Reflexive (CMO-R)

A

A stimulus that gains MO properties because it signals a situation is getting better/worse (it comes before the situation)

Ex. Your client sees you pull out the homework folder increases the value of escape for your client. 

42
Q

Transitive (CMO-T)

A

Stimulus that establishes or abolishes the need for another stimulus.

Ex. You are given a piece of paper to write with the value of a pencil goes up. 

43
Q

Surrogate (CMO-S)

A

A stimulus is paired with another motivating operation and gains its properties.

Ex. You always get tired at 9 PM and go to bed around then. You drink a coffee and don’t plan to go to sleep until midnight. The clock 9 PM however sleep increases in value, even though aren’t tired. 

44
Q

Rule governed behavior

A

 a behavior that is controlled by a three term contingency

45
Q

Contingency shaped behavior

A

Behavior is under the control of consequences

46
Q

Textual

A

A response that is a evoked by a written verbal SD

Ex. Reading a sign or a book.

47
Q

Transcription

A

They spoken SD that evokes a written typed or finger spelled response. 

Ex. Taking notes

48
Q

Autoclitic

A

Modifies other verbal behaviors

Ex. “I think” “i see” “I hear”

49
Q

Autoclitic

A

Modifies other verbal behaviors

Ex. “I think” “i see” “I hear”

50
Q

Reflexivity

A

Matching exact samples A=A

Ex. Matching a blue square to a blue square.

51
Q

Stimulus equivalence

A

When a stimulus relation is formed, that was untrained

52
Q

Symmetry

A

Matching samples that aren’t exact A=B and B=A

Ex. Matching the word dog to a picture of a dog.

53
Q

Transitivity

A

A=B, B=C, therefore A=C

Ex. Matching the word dog to a picture of a dog, then matching a picture of a dog to a real dog, then being able to match the dog to a real dog 

aba exam (8 decks)

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