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BCAT > BCAT Exam > Flashcards

BCAT Exam Flashcards

ABA Concepts

1
Q

Deficits in social-emotional reciprocity.

A
  • failure of normal back and forth conversation.
  • reduced sharing of interests
  • failure to initiate interactions
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2
Q

Deficits in nonverbal communication used for social interaction.

A
  • abnormalities in eye contact
  • not able to understand body language
  • lack of facial expressions.
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3
Q

Deficits in developing and maintaining relationships.

A
  • difficulty adjusting bx for social context
  • difficulty with imaginary play
  • difficult making friends
  • absence of interest in peers.
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4
Q

Stereotyped or repetitive motor movements.

A
  • simple motor stereotypes: lining up toys, flipping objects
  • echolalia: repeating what is said by someone else
  • idiosyncratic phrases: words used in a meaningful, but unusual way )warm adventure for bath)
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5
Q

Insistence on sameness

A
  • inflexible adherence to routines
  • verbal patterns
  • distress at small changes
  • greeting rituals
  • same food
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6
Q

Fixated interests

A
  • highly restricted, abnormal
  • preoccupation with unusual objects
  • perseveration
  • talking excessively about one topic
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7
Q

Hyper or hyperactivity to sensory input

A
  • indifference to pain or temperature
  • adverse response to sounds
  • excessive touching of objects
  • visual fascination with lights
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8
Q

Level 3 Severity of Bxs

A
  • Requiring very substantial support
  • severe deficits in communication
  • minimal social responses
  • inflexible bx
  • severe difficulty coping with change
  • social interaction is only used to meet personal needs
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9
Q

Level 2 Severity of Bxs

A
  • Requiring substantial support
  • deficits in verbal and nonverbal communication
  • limited social interactions
  • abnormal social responses
  • speaks about special interests
  • difficulty coping with change
  • deficits obvious to casual onlooker
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10
Q

Level 1 Severity of Bxs

A
  • Deficits cause noticeable impairments without supports in place
  • difficulty initiating interactions
  • decreased interest in social interactions
  • some inflexibility
  • difficulty switching between activities
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11
Q

Focused Based Program

A
  • less than 25 hours a week

- focuses on a limited number of skills

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12
Q

Comprehensive Program

A
  • 25-40 hours a week
  • focuses on treatment across multiple areas
  • ex: social, emotional, adaptive
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13
Q

Dr. Ivar Lovass

A
  • UCLA
  • early intervention research
  • research showed 40 hours of intervention has better results than 10 hours
  • IBI: Intensive behavior intervention should be done at 30-40 hours a week for multiple years for best outcome
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14
Q

Foundational Autism Research

A
  • CDC estimates that 1 in 68 have ASD
  • boys are 5 times more likely to develop ASD than girls
  • GI disorders, seizures, sleep disturbances, ADHD, and anxiety often accompany ASD
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15
Q

Evidence Based Interventions

A

-use of systematic decision-making processes which have been shown to consistently improve client outcomes

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16
Q

National Standards Project

What interventions are evidence based

A
  • Antecedent package
  • Behavioral Package
  • Comprehensive Behavioral Treatment for Young Children
  • Joint Attention Intervention
  • Modeling
  • Naturalistic teaching
  • Peer Training
  • Pivotal Response Treatment
  • Schedules
  • Self-Management
  • Story-based
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17
Q

Positive Reinforcement

A
  • Something is added and bx increases

- Give a cookie for sitting down, cx sits down more in future

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18
Q

Negative Reinforcement

A
  • Something is taken away and bx increases

- Remove veggie when cx eats meat, cx eat more meat

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19
Q

Positive Punishment

A
  • Something is taken away and bx increases

- Yelling at someone for being late, cx is late less often

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20
Q

Negative Punishment

A
  • Something is taken away and bx decreases

- Parent takes away popsicle when cx is running, cx stops running with popsicle.

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21
Q

Reinforcer

A
  • Presented after bx to increase the bx

- ipad, cookies, toy

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22
Q

Punisher

A
  • Presented after bx to decrease bx

- reprimands

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23
Q

Conditioned Reinforcers

A
  • Learned to be paired with something good

- Money, tokens

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24
Q

Unconditioned Reinforcers

A
  • Not learned, innately reinforcing

- food, hugs

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25
Q

Extinction

A
  • Withholding of reinforcement

- Cx screams to get attention, attention not given

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26
Q

Deprivation

A
  • A lack of something
  • Not eating all day
  • More likely to engage in bxs to get item
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27
Q

Satiation

A
  • Excessive exposure

- Less likely to engage in bxs to get item

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28
Q

Contingency

A
  • Defined bx will produced a specified consequence

- complete work=get paid, don’t complete work=don’t get paid

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29
Q

Motivating Operation

A
  • Affects value of reinforcer

- Hungry makes food more valuable

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30
Q

Antecedent

A

-What occurs before the bx

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31
Q

Behavior

A

-Anything someone does that is observable and measurable

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32
Q

Consequence

A

-What occurs after the bx

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33
Q

3 Term Contingency

A

-ABC Data

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34
Q

Stimulus

A

-Things in person’s environment that can be manipulated

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35
Q

Discriminative Stimulus

A
  • SD

- Signals a particular bx will be reinforced

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36
Q

Stimulus Control

A

-SD results in bx more often than where is no SD

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37
Q

Discrimination Training

A

-Teach cx one item first, then add distractor, then mix mastered SDs with new SD

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38
Q

Discrete Trial Training

A
  • First mastering subcomponents of the target skill
  • Skills are linked together for complex skill
  • Teaching sounds of a request before the full request
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39
Q

Natural Environment Training

A
  • Skills are taught in a more natural environment in a playful manner
  • Reinforcers are related to the skill (Say bubble, gets bubbles)
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40
Q

Fluency Based Training

A
  • Correct responding at a high rate

- Flashcards

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41
Q

Generalization

A

-Skill can be used across people and places

42
Q

3 Step Parent Consul Model

A
  • Introduction/Check in
  • First model for parents, then have them try
  • Debrief, follow up plan
43
Q

Pre-Mack

A

-First-then

44
Q

Preference Assessment

A
  • Providing choice of two items

- Observe what cx is interested in

45
Q

Errorless Learning

A
  • Early and immediate prompting of the target bx so response is guaranteed correct
  • Cx does not get any trial incorrect
46
Q

Most to Least Prompting

A
  • Full physical
  • Partial physical
  • Gestural
  • Positional
47
Q

Least to Most Prompting

A
  • Positional
  • Gestural
  • Partial Physical
  • Full Physical
48
Q

Prompt Fading

A

-Reduction of prompt until it is eliminated

49
Q

Time Delay Prompt

A

-Delay before giving prompt after SD

50
Q

Chaining

A
  • Putting several behaviors together to form one larger behavior
  • brushing teeth, toilet
51
Q

Shaping

A
  • Reinforcing successive approximations of the target

- Teaching words one syllable at a time

52
Q

Pacing

A

-How frequently trials are delivered

53
Q

AAC

A
  • Alternative augmentative communication
  • To supplement or replace speech
  • Devices, PECS, sig language
54
Q

Functional Approaches to Teach Language Skills

A
  • Teach in real life situations

- Functional (What they use in their personal life)

55
Q

Mand Training

A
  • Requesting

- Reinforced with what is being requested

56
Q

Tact Training

A

-Labeling

57
Q

Intraverbal Behavior

A
  • Conversation
  • Starting with fill-ins
  • Answering questions, telling stories, singing songs
58
Q

Teaching Joint Attention

A

-Coordinating attention between an object and person

59
Q

Types of Play

A
  • Independent
  • Pretend
  • Interactive
  • Constructive
  • Electronic
60
Q

Gross Motor Skills

A
  • Large body parts

- Arms, legs

61
Q

Fine Motor Skills

A
  • Smaller movements

- Wrists, hands

62
Q

Adaptive Skills

A
  • Personal
  • Domestic
  • Community
  • Safety
63
Q

Social Skills

A
  • Language
  • Interaction
  • Self-Esteem
  • Social rules
  • Group skills
  • Absurdities
64
Q

Cognition Skills

A
  • Desires
  • Emotions
  • Senses
  • Cause and Effect
  • Sarcasm
65
Q

Executive Function Skills

A
  • Related to cognitive process
  • Planning
  • Memory
  • Problem Solving
66
Q

Curriculum Modification

A
  • Modifying for cxs skillset

- Breaking up into smaller portions

67
Q

Target Behavior

A

-Bx that we are trying to decrease

68
Q

Operational Definition

A

-How a bx is defined: clear, objective, measurable

69
Q

Functional Behavior Assessment

A

-How BCBA finds the function of a specific bx

70
Q

Escape Function

A

-Bxs to avoid or escape work or activities

71
Q

Attention Function

A

-Bxs used to access social attention

72
Q

Access to Tangible Function

A

-Bxs used to get access to item or activity

73
Q

Automatic Function

A
  • Bxs provide own reinforcement

- Sensory

74
Q

Antecedent Interventions

A
  • Become before the bx to reduce it from occurring
  • Priming
  • Premack
  • Visual Board
75
Q

Functional Communication Training

A
  • Teaching cxs to functionally communicate their needs

- Teach cxs to say “cookie” instead of crying for cookie

76
Q

High-P Request Sequence

A
  • Behavioral Momentum
  • Cx first engages in bxs that have high success rate, then low success rate
  • Cookie, cookie, cookie, cookie, broccolo
77
Q

Noncontingent Reinforcement

A
  • Reinforced for free

- not contingent on bx or response

78
Q

Replacement Behavior

A
  • Matches the cxs function for Mal bx

- screaming for attention to asking for attention

79
Q

Escape Extinction

A
  • Not allowing cx avoid activity contingent on the target bx

- CX screams when homework is presented,, keep presenting homework

80
Q

Attention Extinction

A

-Not providing attention to cx when fx of bx is attention

81
Q

Access to Tangible Extinction

A

-Not giving access to the item when fx of bx is access

82
Q

Extinction Burst

A

-An increase in target bx when access to reinforcement is denied

83
Q

Continuous Reinforcement

A
  • Reinforcing every correct response

- When teaching a new skill

84
Q

Intermittent Reinforcement

A
  • Reinforcing some, but not all correct responses

- Once skill is in repertoire

85
Q

Differential Reinforcement of Alternate Behavior

A
  • Reinforcing alternate bx instead of Mal bx

- Reinforcing saying cookie when cx usually bites for cookies

86
Q

Differential Reinforcement of Incompatible Behavior

A
  • Reinforcing for a bx that can not happen at the same time as target bx
  • Reinforcing squeezing hands instead of flapping
87
Q

Differential Reinforcement of Other Behavior

A

-Reinforcing absence of bx

88
Q

Response Blocking

A

-Physically blocking to prevent completion of bx

89
Q

Redirection

A

-Leading cx to appropriate bx

90
Q

Overcorrection

A
  • Having cx engage in effortful bx that is related to Mal bx

- Having cx pick up everything on the floor, but just one item thrown

91
Q

Response Cost

A

-Loss of reinforcers

92
Q

Time-out Reinforcement

A

-Removing cx from reinforcing situation

93
Q

Spontaneous Recovery

A

-Re-emergence of a previously extinguished bx

94
Q

Measurement Dimensions

A
  • Rate: number of occurrences over amount of time
  • Duration: time including onset and offset
  • Percentage: correct/total opportunities
95
Q

Measurement Procedures

A
  • Event recording: how often bx occurs within a period of time
  • Timing: duration, response latency, inter response time
  • Time sampling: presence or absence of bx measured during an interval
96
Q

Whole Interval Time Sampling

A
  • Bx occurs for the whole interval

- Sitting for entire five minutes, then marked correct

97
Q

Partial-Interval Time Sampling

A

-Bx occurs for any part of an interval

98
Q

Momentary Time Sampling

A
  • Bx occurs at the end of an interval

- End of one minute cx is sitting, mark correct

99
Q

Skills Acquisition Data

A

-Percent of opportunity, rate, or interval recording

100
Q

Problem Behavior Data

A

-Duration, rate, interval recording

101
Q

Interobserver Agreement

A
  • IOI
  • Degree to which two or more observers report the same values after measuring same events
  • Reliability with data

BCAT (1 decks)

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