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BCBA Test Flashcards

1
Q

Determinism

A

Cause and Effect, Lawfulness, If/then statements, the world is orderly and predictable

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2
Q

Empiricism

A

Facts, Experimental, data based scientific approach.

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3
Q

Experimentation (Experimental analysis)

A

The basic strategy of most sciences, requires manipulating variables so as to see the effects on the dependent variables

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4
Q

Replication

A

repeating experiments, The method that scientist use to determine the reliability and lawfulness of their findings

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5
Q

Parsimony

A

the simplest theory

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6
Q

Philosophical Doubt

A

Having health skepticism and a critical eye about the results of the study.

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7
Q

Behavioral

A

observable events, the behavior one chooses must be the behavior in need of improvement.

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8
Q

applied

A

improves everyday life, socially significant behaviors. (parents, peers, employers)

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9
Q

Technological

A

Defines procedures clearly and in detail so they are replicable.

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10
Q

Conceptually systematic

A

All procedures used should be tied to the basic principles of behavioral analysis.

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11
Q

Analytical (functional relation, experimentation, control, causation)

A

a functional relationship is demonstrated. Used to gain believability.

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12
Q

Generality (generalization)

A

estends behavior change across time, settings, or other behaviors.

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13
Q

Effective

A

improves behavior in a practical manner, not simply making a change that is statistically significant.

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14
Q

Mentalism

A

an approach to explaining behavior that assumes an inner dimension exist and causes behaviors. (thoughts) billy is frustrated so he hit sally.

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15
Q

Hypothetical constructs

A

presumed, but unaberved, entities. examples, free will, readiness.

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16
Q

Explanatory fictions

A

fictitious variable that are another name for the observed behavior. examples, “knows, wants, figures out.

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17
Q

circular reasoning

A

the cause and effect are both inferred from the same information. “he cried because he felt sad” both of the feelings are inferred from the same depressive behavior.

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18
Q

behaviorism

A

the philosophy of the science of behavior. Environmental explanation fo behvaior.

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19
Q

Methodological behaviorism

A

Watson, only looks at publicly observable events in their analysis of behavior. They do not concern themselves with private events.

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20
Q

Radical behaviorism

A

Skinner, includes private events.

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21
Q

Respondent behavior

A

reflex, reflexive relations, unconditioned stimulus-unconditioned response: Elicited or brought out by stimuli, involuntary not learned, reflex gag reflex

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22
Q

Phylogenic

A

behavior that is inherited genetically.

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23
Q

Respondent conditioning

A

classical conditioning: Pavlow dogs.

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24
Q

Operant behavior

A

3 term contingency, ABC: emit/evoke, any behavior whose probability of occurrance is determined by its history of consequences. voluntary action. it is not what it looks like, but the function that matters. both punishment and reinforcement.

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25
Q

Ontogenic

A

learning that results from an organism interaction with his/her environment.

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26
Q

operant contingency

A

the dependency of a particular consequence on the occurrence of the behavior

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27
Q

contiguity

A

when 2 stimuli occur close together in times, resulting in an association of those 2 stimuli

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28
Q

Response class

A

a group of behaviors that comprise an operant (have the same function)

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29
Q

Stimulus class

A

a group of antecedent stimuli that has a common effect on an operant class: three types of stimulus control; formal, temporal, functional.

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30
Q

Possible unwanted effects of reinforcement

A

temporary, relying on the use of contrived reinforcers instead of natural reinforcers, bribery, some reinforcers can be harmful.

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31
Q

unconditioned reinforcer

A

UCR, a stimulus change that can increase the future frequency of behavior without prior pairing with any other form of reinforcement, no learning

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32
Q

Primary reinforcer

A

share the same UCR, food, water

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33
Q

conditioned reinforcer

A

CR, secondary reinforcer, Learned, when a previously neutral stimulus acquires the ability to function as a reinforcer through stimulus-stimulus pairing with one or more unconditioned reinforcer. The dinner bell.

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34
Q

generalized conditioned reinforcer

A

GCSR, A type of conditioned reinforcer that has been paired with many unconditioned reinforcers. ex. money or token boards

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35
Q

possible unwanted effects of punishment

A

Society dislikes this, temporary, Emotional and aggressive reactions, requires lots of supervision, escaping the people giving the intervention.

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36
Q

behavioral contrast

A

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

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37
Q

aversive stimulus

A

unpleasant stimulus

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38
Q

Positive reinforcement and positive punishment

A

Type one reinforcement and punishment

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39
Q

negative reinforcement and punishments

A

type two reinforcement and punishment

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40
Q

restitutional overcorrection

A

repair environment is its original state before the behavior and make it better

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41
Q

positive practice overcorrection

A

replacement behavior, the client is to repeat behavior repeatedly for a certain amount of times

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42
Q

response cost

A

loss of a specific amount of reinforcement contingent on a behavior

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43
Q

Bonus response cost

A

giving additional reinforcers and then taking those away.

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44
Q

direct fines

A

direct loss of positive reinforcers

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45
Q

non-exclusionary time out

A

the individual is not removed for the space. preferred over exclusionary time outs

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46
Q

planned ignoring

A

non-exclusionary time out where social reinforcers are removed for a specific period of time

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47
Q

contingent observation

A

non-exclusionary time out, where the client is repositioned so they can observe but not participate.

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48
Q

ribbon

A

non-exclusionary time out where a ribbon is placed on client who are not to get reinforced.

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49
Q

exclusionary time out

A

the client is removed from space.

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50
Q

room/time out room

A

exclusionary time out monster room.

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51
Q

partition time out

A

exclusionary time out the blue screen, same room but blocked

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52
Q

hallway time out

A

exclusionary time out individual sits in the hallway

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53
Q

verbal analog conditioning

A

verbal pairing procedure where by previously neutral stimuli can become conditioned punishers or reinforcer without direct pairing.

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54
Q

extinction

A

ext, operant extinction: a procedure that occurs when a previously reinforced response is discontinued, so the behavior decreases in the future. more rapid results when the behavior is maintained by a continuous schedule of reinforcement.

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55
Q

possible unwanted effects of extinction

A

extinction burst, aggression, its hard with behaviors that don’t occur often, its difficult to control the reinforcer. it can be dangerous to ignore certain behaviors. always use it with reinforcement.

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56
Q

automatic reinforcement extinction

A

sensory extinction, mask or remove the sensory the sensory consequence.

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57
Q

negative reinforcement extinction

A

escape extinction, client cannot escape aversive situation

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58
Q

spontaneous recovery

A

a typical pattern in which the behavior that diminished during the extinction process reoccurs, this happens even though it has not be reinforced. usually short lived.

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59
Q

operant extinction

A

involves withholding reinforcement when the behavior occurs

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60
Q

respondent extinction

A

involves the unpairing of a conditioned and unconditioned stimulus

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61
Q

stimulus control

A

when the rate/frequency/duration, or amplitude of a response is altered in the presence of an antecedent stimulus

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62
Q

SD

A

responses are reinforced only in the presense of a specific stimulus

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63
Q

S delta

A

no reinforcement for this response

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64
Q

Factors affecting stimulus control

A

pre-attending skills, stimulus salience: increased salience makes things easier to learn. ex. use a specific highlighter for each section in this study manual you are study.

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65
Q

masking

A

even though a stimulus has acquired stimulus control over a behavior, a competing stimulus can block the evocative function of that stimulus.

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66
Q

overshadowing

A

the presence of one stimulus condition interferes with the acquisition of stimulus control by another stimulus. something distracting.

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67
Q

SD vs MO

A

both occur before the behavior, and both have evactive functions (brings about behavior.

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68
Q

MO

A

something that changes the value of a stimulus as a reinforcer. Related to the differential reinforcing effectiveness of a environmental event. being hungry is a MO and passing a McDonalds is a SD.

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69
Q

Stimulus generalization

A

When a antecedent stimulus has a history of evoking a response that has been reinforced in its presence, the same type of behavior tends to be evoked by stimuli that share similar physical properties with the controlling antecedent stimulus.

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70
Q

Stimulus discrimination

A

Occurs when new stimuli do not evoke the same response as the controlling stimulus. Tight degree of stimulus control.

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71
Q

Stimulus discrimination training

A

a procedure where a response is reinforced in the presence of one stimulus , but not in the presence of the other.

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72
Q

Concept

A

not mentalism, Stimulus generalization within a stimulus class and stimulus discrimination between stimulus classes. Green and different shades.

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73
Q

How do we teach concepts.

A

Discrimination training is fundamental to teaching conceptual behavior.

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74
Q

simple discrimination

A

antecedent evokes or abates the behavior.

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75
Q

conditional discrimination

A

Sometimes it is important to know not just fine discrimination, but also the circumstances under which the discrimination is appropriate.

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76
Q

identity matching to sample

A

when the sample and comparison stimuli are physically identical.

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77
Q

symbolic matching to sample

A

matching to sample in which the relation between the sample and comparison stimuli is arbitrary. matching the word baby to the picture.

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78
Q

Stimulus equivalence

A

the emergence of accurate responding to un-trained and non reinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations. If A=B and B=C then A=C.

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79
Q

Reflexivity

A

SImple non-symbolic matching to sample A=A.

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80
Q

Symmetry

A

Occurs with reversibility of the sample stimulus and the comparison stimulus. A=b, B=A

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81
Q

Transitivity

A

The final and critical test for stimulus equivalence. requires demonstration of 3 untrained stimulus-stimulus sequences. Both were untaught.

82
Q

Equivalence class

A

an equivalence class results from stimulus equivalence training, the symbolic matching to sample procedures. and they all of reflexive, symmetrical and transitive.

83
Q

Rule governed behavior

A

a verbal description of a behavioral contingency. Behavior under the control of a rule, not a contingency or reinforcement, and reinforcers are often delayed.

84
Q

contingency shaped behavior

A

when a behavior is directly controlled by a contingency, not rules. consequences must occur within 60 seconds

85
Q

ways to know if a behavior is the result of a rule

A

not immediate consequences, behavior change without reinforcement, large increase in the frequency of hte behavior occurs following one instance of reinforcement.

86
Q

Establishing operation

A

type of MO that increases the effectiveness of a stimulus as a reinforcer, more desirable to you

87
Q

value altering effects

A

type of EO increase in the current reinforcing effectiveness of the stimulus.

88
Q

behavior altering effect/evocative effect

A

increase in the current frequency of behavior that has been reinforced by the sitmulus.

89
Q

Abolishing operation

A

MO that decrease the effectiveness of a stimulus as a reinforcer.

90
Q

Behavior altering effect/ abative

A

decrease behavior frequency.

91
Q

function altering effects

A

refers to how the future behavior of a person changes because of the MO they are experiencing in the moment.

92
Q

unconditioned motivating operations

A

(UMO)for all organism, there are events, operation and stimulus conditions with value altering motivating effects that are unlearned. Food, sleep, oxygen, pain.

93
Q

conditioned motivating operation

A

(CMO) a learned relation between the nature and value of an antecedent stimulus and the nature of response.

94
Q

Surrogate MO

A

pairing process needs to take place here with another MO.

95
Q

Reflexive MO

A

aversive events may be occurring soon watch out. A warnings

96
Q

Transitive MO

A

you cannot have access to the stimulus you want until you solve the problem. locked fridge. problem solving.

97
Q

stimulus generalization

A

responding to antecedent stimuli sharing certain aspects of the original SD, a broadening of the spectrum of stimuli that occasion certain responses. multiple stimuli cause the same response.

98
Q

overgeneralization

A

an inappropriate generalization

99
Q

response generalization

A

response induction: one stimuli multiple responses.

100
Q

Common stimuli

A

ensuring the same SD exist in both the instructional and generalization setting.

101
Q

Loosely train

A

train loosely: noncritical elements of the teaching are altered in random ways. changing the environment like different locations, hair styles, clothes, tones of voice.

102
Q

Exemplars

A

multiple exemplar training: more examples utilized when teaching the better. you can say bye, or see ya, peace out.

103
Q

mediation

A

instruct others like parents who will help maintain and generalize the newly acquired behaviors.

104
Q

indiscriminable contingencies.

A

a contingency in which an individual is not able to discriminate when his her responses will be reinforced.

105
Q

negative teaching examples

A

instructing individuals regarding setting times and conditions in which is it not appropriate to display a certain behavior.

106
Q

general case analysis

A

general case strategy: ensuring that you are teaching all the different stimulus variations and response variations the individual may encounter in the generalization, post intervention environment.

107
Q

Private events

A

Skinner, thought and feelings

108
Q

Form

A

formal properties of language involve the topography

109
Q

function

A

effects of the response

110
Q

echoic

A

point-to-point correspondence, formal similarity

111
Q

point-to-point correspondence

A

when the beginning, middle, and end match from stimulus to response

112
Q

formal similarity

A

physically look exactly the same, visual, auditory or tactile.

113
Q

regular mand

A

mands that can actually be reinforced

114
Q

extended mand

A

emitting mands to objects or animals that cannot possible supply an appropriate response

115
Q

superstitious mand

A

an extended mand that sometimes gets reinforced incidentally.

116
Q

magical mand

A

extended mand in which the reinforcement has never occurred in the past. wishing

117
Q

intraverbal

A

no point-to -point correspondence

118
Q

pure tact

A

tacting without anything in place. without you having to ask the person what is it.

119
Q

solistic extension

A

poor use of language

120
Q

metaphorical extension

A

metaphors

121
Q

metonymical extension

A

saying water when shown an empty cup

122
Q

generic extension

A

same as stimulus generalization.

123
Q

textual

A

reading written words; seeing the wirtten word pizza and saying pizza

124
Q

transcription

A

writing and spelling words spoken to you. taking dictation.

125
Q

codic

A

verbal SD, point-to-point cor, no formal similarity

126
Q

Duplic

A

verbal sd, formal similarity

127
Q

autoclitic

A

verbal behavior about ones own verbal behavior

128
Q

fixed ratio (FR)

A

post-reinforcement pause

129
Q

Variable ratio

A

strongest basic schedule of INT reinforcement, high rate of responding

130
Q

fixed interval

A

post-reinforcement pause, increase in responding

131
Q

variable interval

A

steady rate of responding

132
Q

ratio strain

A

a result of abrupt increase in ratio requirement when moving from denser to thinner reinforcement.

133
Q

limited hold

A

FR5 with a LH 2 min. those 5 responses have to be done in the 2 minutes.

134
Q

DRH

A

provides reinforcement for emitting behaviors that are at or above a pre-established rate. increase behavior

135
Q

DRD

A

provides reinforcement when the number of responses is a specificd time period is less than, or equal to, a prescribed limit. decrease behavior but not eliminate.

136
Q

DRL

A

increasing the IRT you are lowering the rate of responding. decrease behavior, but don’t eliminate it.

137
Q

progressive schedule of reinforcement

A

are typically thinned to the breaking point when the participant stops responding. systematically increasing the requirement for reinforcement

138
Q

matching law

A

a description of a phenomenon according to which organisms match their responses according to the proportion of payoff during choices situations. behavior goes with reinforcement .

139
Q

indirect measures

A

interviews, checklists

140
Q

direct assessment

A

tests, direct observation, better than indirect. ABC recording.

141
Q

ecological assessment

A

physiological conditions, physical settings, interactions with others, home environment. descriptive data, cost money and time.

142
Q

reactivity

A

when the client knows you are watching them.

143
Q

habilitation

A

assesses meaningfulness of change. is the change really useful to the client.

144
Q

narmalization

A

you should try your hardest to fit in.

145
Q

behavior cusps

A

behaviors that open a person world to new contingencies. Reading leads to so many different things.

146
Q

pitotal behaviors

A

so critical that once you learn it, it will lead to more complex behaviors. initiations of social settings.

147
Q

generative learning

A

derived relations, enhancing comprehension of new material due to previous learning

148
Q

functional analysis

A

experimental analysis, analog assessment: gold standard of assessment procedures.

149
Q

brief functional analysis

A

a brief version of an extended FA

150
Q

ABC continuous recording

A

record occurrences of targeted problem behavior and selected environmental events within a natural routine during a specified period of time.

151
Q

conditional probability

A

the probability that a target behavior will occur in a specific circumstance.

152
Q

ABC narrative recording

A

sequence analysis; data are collected only when behaviors of interest are observed.

153
Q

scatter plot

A

pattern analysis; procedure for recording the extent to which a target behavior occurs more often at particular times than others.

154
Q

paired stimulus

A

simultaneous presentation of two stimuli, every pair must be presented.

155
Q

multiple stimulus

A

simultaneous presentation of an array of 3 or more stimuli there is with and without replacement.

156
Q

single stimulus

A

most basic, stimuli are presented one at a time

157
Q

free operant

A

what do they choose when its restricted access to multiple activities.

158
Q

concurrent schedule reinforcer assessment

A

two or more contingencies of reinforcement operate independently and simultaneously for 2 or more behaviors. think matching law

159
Q

multiple schedule reinforcer assessment

A

consists of presenting 2 or more component schedule of reinforcement for a single response, with only one component schedule

160
Q

progressive ratio schedule reinforcer assessment

A

provides a framework for assessing the relative effectiveness of a stimulus as reinforcement as response requirement increase.

161
Q

experimental control

A

functional relations; when a predictable change in behavior can be reliably produced by the systematic manipulation of some aspect of the individual environment. Analysis dimension.

162
Q

single subject designs

A

called single subject behavior the subject acts as his own control.

163
Q

nonparametric analysis

A

independent variable either present or absent during study (meds given or not)

164
Q

parametric analysis

A

the value of the IV is manipulated (the amount of meds are changed)

165
Q

steady state responding

A

a pattern of responding that exhibits very little variation in its measured dimensional quantities over a period of time.

166
Q

baseline logic

A

refers to the experimental reasoning inherent in single subject experimental designs

167
Q

steady state strategy

A

repeated exposure of a given subject t oa given condition while trying to eliminate extraneous influences on behavior and obtaining a stable pattern of responding before introducing the next condition.

168
Q

multiple baseline design

A

most widely used design, highly flexible, staggered implementation of the intervention in a step-wise fashion across behaviors, settings, and subjects. Pros: easy to implement, generalization, successful intervention doesn’t have to be removed. cons: costly, functional relationship is not directly shown is this design.

169
Q

multiple probe design

A

weaker then multiple baseline, use when extended baseline is unnecessary, impractical, too costly, or available.

170
Q

delayed multiple baseline

A

weaker then multiple baseline, use when extended baseline is unnecessary, impractical, too costly, or available. effective when reversal design is not possible, limited resources, when a new behavior, subject, or setting becomes available.

171
Q

changing criterion

A

experimental design which an initial baseline phase is followed by a series of treatment phases of successive and gradually changing criteria for reinforcement or punishment. one behavior, must be subjects repertoire. pros: does not require reversal of improved behavior, allows gradually improving behavior. cons, not a comparison design, no shaping programs.

172
Q

reversal design

A

ABAB is preferred over ABA, most powerful within subject design for demonstrating function. the function is clearly demonstrated. Cons, irreversibility, if a behavior cant be reversed. a learned skill (riding a bike)

173
Q

BAB reversal

A

weaker than ABA because of no baseline, good for when your client displays severe and dangerous behaviors, as you don’t want to wait to start intervention.

174
Q

sequence effects

A

effects on behavior that are the result of the subjects experience with a prior condition.

175
Q

multiple treatment reversal

A

type of reversal that compares 2 or more IV. cons: sequence effects

176
Q

NCR reversal

A

instead of baseline as the control they use NCR

177
Q

alternating treatments design

A

three problems avoided are irreversibility, sequence effects, unstable data. pros: no baseline, speedy comparison, no withdrawal. Cons: multiple treatments are going on at the same time.

178
Q

internal validity

A

extent to which an experiment shows convincingly that changes in behavior are a function of the IV and not the result of uncontrolled unknown variable. showing strong experimental control

179
Q

observer drift

A

threat to internal validity, when observers unknowingly alter the way they apply a measurement system

180
Q

reactivity

A

threat to internal validity, when client acts different because someone is watching them.

181
Q

observer bias

A

threat to internal validity, expectations, observers expectations that change will follow a particular direction.

182
Q

maturation

A

changes in subject over course of study.

183
Q

confounding variables

A

extraneous variables; uncontrolled influences on a research study, environmental variables

184
Q

external validity

A

results are generalizable to other subjects setting or behaviors. replication establishes external validity

185
Q

treatment drift

A

when application of the IV in later phases differs from the original application.

186
Q

Type I error

A

false positive assuming the IV affected the DV when it actually did not do so

187
Q

Type II error

A

false negative, assuming the IV did not affect the DV when it did.

188
Q

repeatability

A

behavior can be counted

189
Q

celeration

A

rates of response change over time

190
Q

rate

A

add up the behavior or items over time. use it when there is a clear start and stop of behavior, don’t for continuous behavior

191
Q

temporal extent

A

when the duration of behavior can be measured.

192
Q

duration

A

the amount of time in which behaviors occurs.

193
Q

temporal locus

A

measuring the time at which behavior occur, point in time

194
Q

response latency

A

time between onset of a stimulus and initiation of a response

195
Q

interresponse time

A

amount of time that elapses between two consecutive instances of response class

196
Q

percentage

A

ratio formed by combining the same dimensional quantities such as count

197
Q

trials to criterion

A

measure of the numbers or response opportunities needed to achieve a predetermined level of performance criteria

198
Q

topography

A

form or shape of the response.

199
Q

magnitude

A

force, intensity, severity of a behavior.

200
Q

continuous measurement procedures

A

event recording, rate, frequency duration, IRt, latency. pros; discrete beginning and ending, easy, minimal displacement of the organism. cons; not useful at high rates, occur for extended period of time

201
Q

discontinuous measurement procedures

A

partial or whole interval or momentary time sampling. use when behaviors occur at high rates or long durations of time. or when you cant be there all the time.

BCBA Test (7 decks)

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