BCBA Test Flashcards
Determinism
Cause and Effect, Lawfulness, If/then statements, the world is orderly and predictable
Empiricism
Facts, Experimental, data based scientific approach.
Experimentation (Experimental analysis)
The basic strategy of most sciences, requires manipulating variables so as to see the effects on the dependent variables
Replication
repeating experiments, The method that scientist use to determine the reliability and lawfulness of their findings
Parsimony
the simplest theory
Philosophical Doubt
Having health skepticism and a critical eye about the results of the study.
Behavioral
observable events, the behavior one chooses must be the behavior in need of improvement.
applied
improves everyday life, socially significant behaviors. (parents, peers, employers)
Technological
Defines procedures clearly and in detail so they are replicable.
Conceptually systematic
All procedures used should be tied to the basic principles of behavioral analysis.
Analytical (functional relation, experimentation, control, causation)
a functional relationship is demonstrated. Used to gain believability.
Generality (generalization)
estends behavior change across time, settings, or other behaviors.
Effective
improves behavior in a practical manner, not simply making a change that is statistically significant.
Mentalism
an approach to explaining behavior that assumes an inner dimension exist and causes behaviors. (thoughts) billy is frustrated so he hit sally.
Hypothetical constructs
presumed, but unaberved, entities. examples, free will, readiness.
Explanatory fictions
fictitious variable that are another name for the observed behavior. examples, “knows, wants, figures out.
circular reasoning
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.
behaviorism
the philosophy of the science of behavior. Environmental explanation fo behvaior.
Methodological behaviorism
Watson, only looks at publicly observable events in their analysis of behavior. They do not concern themselves with private events.
Radical behaviorism
Skinner, includes private events.
Respondent behavior
reflex, reflexive relations, unconditioned stimulus-unconditioned response: Elicited or brought out by stimuli, involuntary not learned, reflex gag reflex
Phylogenic
behavior that is inherited genetically.
Respondent conditioning
classical conditioning: Pavlow dogs.
Operant behavior
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.
Ontogenic
learning that results from an organism interaction with his/her environment.
operant contingency
the dependency of a particular consequence on the occurrence of the behavior
contiguity
when 2 stimuli occur close together in times, resulting in an association of those 2 stimuli
Response class
a group of behaviors that comprise an operant (have the same function)
Stimulus class
a group of antecedent stimuli that has a common effect on an operant class: three types of stimulus control; formal, temporal, functional.
Possible unwanted effects of reinforcement
temporary, relying on the use of contrived reinforcers instead of natural reinforcers, bribery, some reinforcers can be harmful.
unconditioned reinforcer
UCR, a stimulus change that can increase the future frequency of behavior without prior pairing with any other form of reinforcement, no learning
Primary reinforcer
share the same UCR, food, water
conditioned reinforcer
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.
generalized conditioned reinforcer
GCSR, A type of conditioned reinforcer that has been paired with many unconditioned reinforcers. ex. money or token boards
possible unwanted effects of punishment
Society dislikes this, temporary, Emotional and aggressive reactions, requires lots of supervision, escaping the people giving the intervention.
behavioral contrast
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
aversive stimulus
unpleasant stimulus
Positive reinforcement and positive punishment
Type one reinforcement and punishment
negative reinforcement and punishments
type two reinforcement and punishment
restitutional overcorrection
repair environment is its original state before the behavior and make it better
positive practice overcorrection
replacement behavior, the client is to repeat behavior repeatedly for a certain amount of times
response cost
loss of a specific amount of reinforcement contingent on a behavior
Bonus response cost
giving additional reinforcers and then taking those away.
direct fines
direct loss of positive reinforcers
non-exclusionary time out
the individual is not removed for the space. preferred over exclusionary time outs
planned ignoring
non-exclusionary time out where social reinforcers are removed for a specific period of time
contingent observation
non-exclusionary time out, where the client is repositioned so they can observe but not participate.
ribbon
non-exclusionary time out where a ribbon is placed on client who are not to get reinforced.
exclusionary time out
the client is removed from space.
room/time out room
exclusionary time out monster room.
partition time out
exclusionary time out the blue screen, same room but blocked
hallway time out
exclusionary time out individual sits in the hallway
verbal analog conditioning
verbal pairing procedure where by previously neutral stimuli can become conditioned punishers or reinforcer without direct pairing.
extinction
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.
possible unwanted effects of extinction
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.
automatic reinforcement extinction
sensory extinction, mask or remove the sensory the sensory consequence.
negative reinforcement extinction
escape extinction, client cannot escape aversive situation
spontaneous recovery
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.
operant extinction
involves withholding reinforcement when the behavior occurs
respondent extinction
involves the unpairing of a conditioned and unconditioned stimulus
stimulus control
when the rate/frequency/duration, or amplitude of a response is altered in the presence of an antecedent stimulus
SD
responses are reinforced only in the presense of a specific stimulus
S delta
no reinforcement for this response
Factors affecting stimulus control
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.
masking
even though a stimulus has acquired stimulus control over a behavior, a competing stimulus can block the evocative function of that stimulus.
overshadowing
the presence of one stimulus condition interferes with the acquisition of stimulus control by another stimulus. something distracting.
SD vs MO
both occur before the behavior, and both have evactive functions (brings about behavior.
MO
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.
Stimulus generalization
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.
Stimulus discrimination
Occurs when new stimuli do not evoke the same response as the controlling stimulus. Tight degree of stimulus control.
Stimulus discrimination training
a procedure where a response is reinforced in the presence of one stimulus , but not in the presence of the other.
Concept
not mentalism, Stimulus generalization within a stimulus class and stimulus discrimination between stimulus classes. Green and different shades.
How do we teach concepts.
Discrimination training is fundamental to teaching conceptual behavior.
simple discrimination
antecedent evokes or abates the behavior.
conditional discrimination
Sometimes it is important to know not just fine discrimination, but also the circumstances under which the discrimination is appropriate.
identity matching to sample
when the sample and comparison stimuli are physically identical.
symbolic matching to sample
matching to sample in which the relation between the sample and comparison stimuli is arbitrary. matching the word baby to the picture.
Stimulus equivalence
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.
Reflexivity
SImple non-symbolic matching to sample A=A.
Symmetry
Occurs with reversibility of the sample stimulus and the comparison stimulus. A=b, B=A
Transitivity
The final and critical test for stimulus equivalence. requires demonstration of 3 untrained stimulus-stimulus sequences. Both were untaught.
Equivalence class
an equivalence class results from stimulus equivalence training, the symbolic matching to sample procedures. and they all of reflexive, symmetrical and transitive.
Rule governed behavior
a verbal description of a behavioral contingency. Behavior under the control of a rule, not a contingency or reinforcement, and reinforcers are often delayed.
contingency shaped behavior
when a behavior is directly controlled by a contingency, not rules. consequences must occur within 60 seconds
ways to know if a behavior is the result of a rule
not immediate consequences, behavior change without reinforcement, large increase in the frequency of hte behavior occurs following one instance of reinforcement.
Establishing operation
type of MO that increases the effectiveness of a stimulus as a reinforcer, more desirable to you
value altering effects
type of EO increase in the current reinforcing effectiveness of the stimulus.
behavior altering effect/evocative effect
increase in the current frequency of behavior that has been reinforced by the sitmulus.
Abolishing operation
MO that decrease the effectiveness of a stimulus as a reinforcer.
Behavior altering effect/ abative
decrease behavior frequency.
function altering effects
refers to how the future behavior of a person changes because of the MO they are experiencing in the moment.
unconditioned motivating operations
(UMO)for all organism, there are events, operation and stimulus conditions with value altering motivating effects that are unlearned. Food, sleep, oxygen, pain.
conditioned motivating operation
(CMO) a learned relation between the nature and value of an antecedent stimulus and the nature of response.
Surrogate MO
pairing process needs to take place here with another MO.
Reflexive MO
aversive events may be occurring soon watch out. A warnings
Transitive MO
you cannot have access to the stimulus you want until you solve the problem. locked fridge. problem solving.
stimulus generalization
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.
overgeneralization
an inappropriate generalization
response generalization
response induction: one stimuli multiple responses.
Common stimuli
ensuring the same SD exist in both the instructional and generalization setting.
Loosely train
train loosely: noncritical elements of the teaching are altered in random ways. changing the environment like different locations, hair styles, clothes, tones of voice.
Exemplars
multiple exemplar training: more examples utilized when teaching the better. you can say bye, or see ya, peace out.
mediation
instruct others like parents who will help maintain and generalize the newly acquired behaviors.
indiscriminable contingencies.
a contingency in which an individual is not able to discriminate when his her responses will be reinforced.
negative teaching examples
instructing individuals regarding setting times and conditions in which is it not appropriate to display a certain behavior.
general case analysis
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.
Private events
Skinner, thought and feelings
Form
formal properties of language involve the topography
function
effects of the response
echoic
point-to-point correspondence, formal similarity
point-to-point correspondence
when the beginning, middle, and end match from stimulus to response
formal similarity
physically look exactly the same, visual, auditory or tactile.
regular mand
mands that can actually be reinforced
extended mand
emitting mands to objects or animals that cannot possible supply an appropriate response
superstitious mand
an extended mand that sometimes gets reinforced incidentally.
magical mand
extended mand in which the reinforcement has never occurred in the past. wishing
intraverbal
no point-to -point correspondence
pure tact
tacting without anything in place. without you having to ask the person what is it.
solistic extension
poor use of language
metaphorical extension
metaphors
metonymical extension
saying water when shown an empty cup
generic extension
same as stimulus generalization.
textual
reading written words; seeing the wirtten word pizza and saying pizza
transcription
writing and spelling words spoken to you. taking dictation.
codic
verbal SD, point-to-point cor, no formal similarity
Duplic
verbal sd, formal similarity
autoclitic
verbal behavior about ones own verbal behavior
fixed ratio (FR)
post-reinforcement pause
Variable ratio
strongest basic schedule of INT reinforcement, high rate of responding
fixed interval
post-reinforcement pause, increase in responding
variable interval
steady rate of responding
ratio strain
a result of abrupt increase in ratio requirement when moving from denser to thinner reinforcement.
limited hold
FR5 with a LH 2 min. those 5 responses have to be done in the 2 minutes.
DRH
provides reinforcement for emitting behaviors that are at or above a pre-established rate. increase behavior
DRD
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.
DRL
increasing the IRT you are lowering the rate of responding. decrease behavior, but don’t eliminate it.
progressive schedule of reinforcement
are typically thinned to the breaking point when the participant stops responding. systematically increasing the requirement for reinforcement
matching law
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 .
indirect measures
interviews, checklists
direct assessment
tests, direct observation, better than indirect. ABC recording.
ecological assessment
physiological conditions, physical settings, interactions with others, home environment. descriptive data, cost money and time.
reactivity
when the client knows you are watching them.
habilitation
assesses meaningfulness of change. is the change really useful to the client.
narmalization
you should try your hardest to fit in.
behavior cusps
behaviors that open a person world to new contingencies. Reading leads to so many different things.
pitotal behaviors
so critical that once you learn it, it will lead to more complex behaviors. initiations of social settings.
generative learning
derived relations, enhancing comprehension of new material due to previous learning
functional analysis
experimental analysis, analog assessment: gold standard of assessment procedures.
brief functional analysis
a brief version of an extended FA
ABC continuous recording
record occurrences of targeted problem behavior and selected environmental events within a natural routine during a specified period of time.
conditional probability
the probability that a target behavior will occur in a specific circumstance.
ABC narrative recording
sequence analysis; data are collected only when behaviors of interest are observed.
scatter plot
pattern analysis; procedure for recording the extent to which a target behavior occurs more often at particular times than others.
paired stimulus
simultaneous presentation of two stimuli, every pair must be presented.
multiple stimulus
simultaneous presentation of an array of 3 or more stimuli there is with and without replacement.
single stimulus
most basic, stimuli are presented one at a time
free operant
what do they choose when its restricted access to multiple activities.
concurrent schedule reinforcer assessment
two or more contingencies of reinforcement operate independently and simultaneously for 2 or more behaviors. think matching law
multiple schedule reinforcer assessment
consists of presenting 2 or more component schedule of reinforcement for a single response, with only one component schedule
progressive ratio schedule reinforcer assessment
provides a framework for assessing the relative effectiveness of a stimulus as reinforcement as response requirement increase.
experimental control
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.
single subject designs
called single subject behavior the subject acts as his own control.
nonparametric analysis
independent variable either present or absent during study (meds given or not)
parametric analysis
the value of the IV is manipulated (the amount of meds are changed)
steady state responding
a pattern of responding that exhibits very little variation in its measured dimensional quantities over a period of time.
baseline logic
refers to the experimental reasoning inherent in single subject experimental designs
steady state strategy
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.
multiple baseline design
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.
multiple probe design
weaker then multiple baseline, use when extended baseline is unnecessary, impractical, too costly, or available.
delayed multiple baseline
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.
changing criterion
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.
reversal design
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)
BAB reversal
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.
sequence effects
effects on behavior that are the result of the subjects experience with a prior condition.
multiple treatment reversal
type of reversal that compares 2 or more IV. cons: sequence effects
NCR reversal
instead of baseline as the control they use NCR
alternating treatments design
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.
internal validity
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
observer drift
threat to internal validity, when observers unknowingly alter the way they apply a measurement system
reactivity
threat to internal validity, when client acts different because someone is watching them.
observer bias
threat to internal validity, expectations, observers expectations that change will follow a particular direction.
maturation
changes in subject over course of study.
confounding variables
extraneous variables; uncontrolled influences on a research study, environmental variables
external validity
results are generalizable to other subjects setting or behaviors. replication establishes external validity
treatment drift
when application of the IV in later phases differs from the original application.
Type I error
false positive assuming the IV affected the DV when it actually did not do so
Type II error
false negative, assuming the IV did not affect the DV when it did.
repeatability
behavior can be counted
celeration
rates of response change over time
rate
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
temporal extent
when the duration of behavior can be measured.
duration
the amount of time in which behaviors occurs.
temporal locus
measuring the time at which behavior occur, point in time
response latency
time between onset of a stimulus and initiation of a response
interresponse time
amount of time that elapses between two consecutive instances of response class
percentage
ratio formed by combining the same dimensional quantities such as count
trials to criterion
measure of the numbers or response opportunities needed to achieve a predetermined level of performance criteria
topography
form or shape of the response.
magnitude
force, intensity, severity of a behavior.
continuous measurement procedures
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
discontinuous measurement procedures
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.
