BCBA Test Flashcards
1
Q
Determinism
A
Cause and Effect, Lawfulness, If/then statements, the world is orderly and predictable
2
Q
Empiricism
A
Facts, Experimental, data based scientific approach.
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
4
Q
Replication
A
repeating experiments, The method that scientist use to determine the reliability and lawfulness of their findings
5
Q
Parsimony
A
the simplest theory
6
Q
Philosophical Doubt
A
Having health skepticism and a critical eye about the results of the study.
7
Q
Behavioral
A
observable events, the behavior one chooses must be the behavior in need of improvement.
8
Q
applied
A
improves everyday life, socially significant behaviors. (parents, peers, employers)
9
Q
Technological
A
Defines procedures clearly and in detail so they are replicable.
10
Q
Conceptually systematic
A
All procedures used should be tied to the basic principles of behavioral analysis.
11
Q
Analytical (functional relation, experimentation, control, causation)
A
a functional relationship is demonstrated. Used to gain believability.
12
Q
Generality (generalization)
A
estends behavior change across time, settings, or other behaviors.
13
Q
Effective
A
improves behavior in a practical manner, not simply making a change that is statistically significant.
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.
15
Q
Hypothetical constructs
A
presumed, but unaberved, entities. examples, free will, readiness.
16
Q
Explanatory fictions
A
fictitious variable that are another name for the observed behavior. examples, “knows, wants, figures out.
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.
18
Q
behaviorism
A
the philosophy of the science of behavior. Environmental explanation fo behvaior.
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.
20
Q
Radical behaviorism
A
Skinner, includes private events.
21
Q
Respondent behavior
A
reflex, reflexive relations, unconditioned stimulus-unconditioned response: Elicited or brought out by stimuli, involuntary not learned, reflex gag reflex
22
Q
Phylogenic
A
behavior that is inherited genetically.
23
Q
Respondent conditioning
A
classical conditioning: Pavlow dogs.
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.
25
Ontogenic
learning that results from an organism interaction with his/her environment.
26
operant contingency
the dependency of a particular consequence on the occurrence of the behavior
27
contiguity
when 2 stimuli occur close together in times, resulting in an association of those 2 stimuli
28
Response class
a group of behaviors that comprise an operant (have the same function)
29
Stimulus class
a group of antecedent stimuli that has a common effect on an operant class: three types of stimulus control; formal, temporal, functional.
30
Possible unwanted effects of reinforcement
temporary, relying on the use of contrived reinforcers instead of natural reinforcers, bribery, some reinforcers can be harmful.
31
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
32
Primary reinforcer
share the same UCR, food, water
33
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.
34
generalized conditioned reinforcer
GCSR, A type of conditioned reinforcer that has been paired with many unconditioned reinforcers. ex. money or token boards
35
possible unwanted effects of punishment
Society dislikes this, temporary, Emotional and aggressive reactions, requires lots of supervision, escaping the people giving the intervention.
36
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
37
aversive stimulus
unpleasant stimulus
38
Positive reinforcement and positive punishment
Type one reinforcement and punishment
39
negative reinforcement and punishments
type two reinforcement and punishment
40
restitutional overcorrection
repair environment is its original state before the behavior and make it better
41
positive practice overcorrection
replacement behavior, the client is to repeat behavior repeatedly for a certain amount of times
42
response cost
loss of a specific amount of reinforcement contingent on a behavior
43
Bonus response cost
giving additional reinforcers and then taking those away.
44
direct fines
direct loss of positive reinforcers
45
non-exclusionary time out
the individual is not removed for the space. preferred over exclusionary time outs
46
planned ignoring
non-exclusionary time out where social reinforcers are removed for a specific period of time
47
contingent observation
non-exclusionary time out, where the client is repositioned so they can observe but not participate.
48
ribbon
non-exclusionary time out where a ribbon is placed on client who are not to get reinforced.
49
exclusionary time out
the client is removed from space.
50
room/time out room
exclusionary time out monster room.
51
partition time out
exclusionary time out the blue screen, same room but blocked
52
hallway time out
exclusionary time out individual sits in the hallway
53
verbal analog conditioning
verbal pairing procedure where by previously neutral stimuli can become conditioned punishers or reinforcer without direct pairing.
54
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.
55
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.
56
automatic reinforcement extinction
sensory extinction, mask or remove the sensory the sensory consequence.
57
negative reinforcement extinction
escape extinction, client cannot escape aversive situation
58
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.
59
operant extinction
involves withholding reinforcement when the behavior occurs
60
respondent extinction
involves the unpairing of a conditioned and unconditioned stimulus
61
stimulus control
when the rate/frequency/duration, or amplitude of a response is altered in the presence of an antecedent stimulus
62
SD
responses are reinforced only in the presense of a specific stimulus
63
S delta
no reinforcement for this response
64
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.
65
masking
even though a stimulus has acquired stimulus control over a behavior, a competing stimulus can block the evocative function of that stimulus.
66
overshadowing
the presence of one stimulus condition interferes with the acquisition of stimulus control by another stimulus. something distracting.
67
SD vs MO
both occur before the behavior, and both have evactive functions (brings about behavior.
68
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.
69
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.
70
Stimulus discrimination
Occurs when new stimuli do not evoke the same response as the controlling stimulus. Tight degree of stimulus control.
71
Stimulus discrimination training
a procedure where a response is reinforced in the presence of one stimulus , but not in the presence of the other.
72
Concept
not mentalism, Stimulus generalization within a stimulus class and stimulus discrimination between stimulus classes. Green and different shades.
73
How do we teach concepts.
Discrimination training is fundamental to teaching conceptual behavior.
74
simple discrimination
antecedent evokes or abates the behavior.
75
conditional discrimination
Sometimes it is important to know not just fine discrimination, but also the circumstances under which the discrimination is appropriate.
76
identity matching to sample
when the sample and comparison stimuli are physically identical.
77
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.
78
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.
79
Reflexivity
SImple non-symbolic matching to sample A=A.
80
Symmetry
Occurs with reversibility of the sample stimulus and the comparison stimulus. A=b, B=A
81
Transitivity
The final and critical test for stimulus equivalence. requires demonstration of 3 untrained stimulus-stimulus sequences. Both were untaught.
82
Equivalence class
an equivalence class results from stimulus equivalence training, the symbolic matching to sample procedures. and they all of reflexive, symmetrical and transitive.
83
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.
84
contingency shaped behavior
when a behavior is directly controlled by a contingency, not rules. consequences must occur within 60 seconds
85
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.
86
Establishing operation
type of MO that increases the effectiveness of a stimulus as a reinforcer, more desirable to you
87
value altering effects
type of EO increase in the current reinforcing effectiveness of the stimulus.
88
behavior altering effect/evocative effect
increase in the current frequency of behavior that has been reinforced by the sitmulus.
89
Abolishing operation
MO that decrease the effectiveness of a stimulus as a reinforcer.
90
Behavior altering effect/ abative
decrease behavior frequency.
91
function altering effects
refers to how the future behavior of a person changes because of the MO they are experiencing in the moment.
92
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.
93
conditioned motivating operation
(CMO) a learned relation between the nature and value of an antecedent stimulus and the nature of response.
94
Surrogate MO
pairing process needs to take place here with another MO.
95
Reflexive MO
aversive events may be occurring soon watch out. A warnings
96
Transitive MO
you cannot have access to the stimulus you want until you solve the problem. locked fridge. problem solving.
97
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.
98
overgeneralization
an inappropriate generalization
99
response generalization
response induction: one stimuli multiple responses.
100
Common stimuli
ensuring the same SD exist in both the instructional and generalization setting.
101
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.
102
Exemplars
multiple exemplar training: more examples utilized when teaching the better. you can say bye, or see ya, peace out.
103
mediation
instruct others like parents who will help maintain and generalize the newly acquired behaviors.
104
indiscriminable contingencies.
a contingency in which an individual is not able to discriminate when his her responses will be reinforced.
105
negative teaching examples
instructing individuals regarding setting times and conditions in which is it not appropriate to display a certain behavior.
106
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.
107
Private events
Skinner, thought and feelings
108
Form
formal properties of language involve the topography
109
function
effects of the response
110
echoic
point-to-point correspondence, formal similarity
111
point-to-point correspondence
when the beginning, middle, and end match from stimulus to response
112
formal similarity
physically look exactly the same, visual, auditory or tactile.
113
regular mand
mands that can actually be reinforced
114
extended mand
emitting mands to objects or animals that cannot possible supply an appropriate response
115
superstitious mand
an extended mand that sometimes gets reinforced incidentally.
116
magical mand
extended mand in which the reinforcement has never occurred in the past. wishing
117
intraverbal
no point-to -point correspondence
118
pure tact
tacting without anything in place. without you having to ask the person what is it.
119
solistic extension
poor use of language
120
metaphorical extension
metaphors
121
metonymical extension
saying water when shown an empty cup
122
generic extension
same as stimulus generalization.
123
textual
reading written words; seeing the wirtten word pizza and saying pizza
124
transcription
writing and spelling words spoken to you. taking dictation.
125
codic
verbal SD, point-to-point cor, no formal similarity
126
Duplic
verbal sd, formal similarity
127
autoclitic
verbal behavior about ones own verbal behavior
128
fixed ratio (FR)
post-reinforcement pause
129
Variable ratio
strongest basic schedule of INT reinforcement, high rate of responding
130
fixed interval
post-reinforcement pause, increase in responding
131
variable interval
steady rate of responding
132
ratio strain
a result of abrupt increase in ratio requirement when moving from denser to thinner reinforcement.
133
limited hold
FR5 with a LH 2 min. those 5 responses have to be done in the 2 minutes.
134
DRH
provides reinforcement for emitting behaviors that are at or above a pre-established rate. increase behavior
135
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.
136
DRL
increasing the IRT you are lowering the rate of responding. decrease behavior, but don't eliminate it.
137
progressive schedule of reinforcement
are typically thinned to the breaking point when the participant stops responding. systematically increasing the requirement for reinforcement
138
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 .
139
indirect measures
interviews, checklists
140
direct assessment
tests, direct observation, better than indirect. ABC recording.
141
ecological assessment
physiological conditions, physical settings, interactions with others, home environment. descriptive data, cost money and time.
142
reactivity
when the client knows you are watching them.
143
habilitation
assesses meaningfulness of change. is the change really useful to the client.
144
narmalization
you should try your hardest to fit in.
145
behavior cusps
behaviors that open a person world to new contingencies. Reading leads to so many different things.
146
pitotal behaviors
so critical that once you learn it, it will lead to more complex behaviors. initiations of social settings.
147
generative learning
derived relations, enhancing comprehension of new material due to previous learning
148
functional analysis
experimental analysis, analog assessment: gold standard of assessment procedures.
149
brief functional analysis
a brief version of an extended FA
150
ABC continuous recording
record occurrences of targeted problem behavior and selected environmental events within a natural routine during a specified period of time.
151
conditional probability
the probability that a target behavior will occur in a specific circumstance.
152
ABC narrative recording
sequence analysis; data are collected only when behaviors of interest are observed.
153
scatter plot
pattern analysis; procedure for recording the extent to which a target behavior occurs more often at particular times than others.
154
paired stimulus
simultaneous presentation of two stimuli, every pair must be presented.
155
multiple stimulus
simultaneous presentation of an array of 3 or more stimuli there is with and without replacement.
156
single stimulus
most basic, stimuli are presented one at a time
157
free operant
what do they choose when its restricted access to multiple activities.
158
concurrent schedule reinforcer assessment
two or more contingencies of reinforcement operate independently and simultaneously for 2 or more behaviors. think matching law
159
multiple schedule reinforcer assessment
consists of presenting 2 or more component schedule of reinforcement for a single response, with only one component schedule
160
progressive ratio schedule reinforcer assessment
provides a framework for assessing the relative effectiveness of a stimulus as reinforcement as response requirement increase.
161
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.
162
single subject designs
called single subject behavior the subject acts as his own control.
163
nonparametric analysis
independent variable either present or absent during study (meds given or not)
164
parametric analysis
the value of the IV is manipulated (the amount of meds are changed)
165
steady state responding
a pattern of responding that exhibits very little variation in its measured dimensional quantities over a period of time.
166
baseline logic
refers to the experimental reasoning inherent in single subject experimental designs
167
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.
168
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.
169
multiple probe design
weaker then multiple baseline, use when extended baseline is unnecessary, impractical, too costly, or available.
170
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.
171
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.
172
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)
173
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.
174
sequence effects
effects on behavior that are the result of the subjects experience with a prior condition.
175
multiple treatment reversal
type of reversal that compares 2 or more IV. cons: sequence effects
176
NCR reversal
instead of baseline as the control they use NCR
177
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.
178
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
179
observer drift
threat to internal validity, when observers unknowingly alter the way they apply a measurement system
180
reactivity
threat to internal validity, when client acts different because someone is watching them.
181
observer bias
threat to internal validity, expectations, observers expectations that change will follow a particular direction.
182
maturation
changes in subject over course of study.
183
confounding variables
extraneous variables; uncontrolled influences on a research study, environmental variables
184
external validity
results are generalizable to other subjects setting or behaviors. replication establishes external validity
185
treatment drift
when application of the IV in later phases differs from the original application.
186
Type I error
false positive assuming the IV affected the DV when it actually did not do so
187
Type II error
false negative, assuming the IV did not affect the DV when it did.
188
repeatability
behavior can be counted
189
celeration
rates of response change over time
190
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
191
temporal extent
when the duration of behavior can be measured.
192
duration
the amount of time in which behaviors occurs.
193
temporal locus
measuring the time at which behavior occur, point in time
194
response latency
time between onset of a stimulus and initiation of a response
195
interresponse time
amount of time that elapses between two consecutive instances of response class
196
percentage
ratio formed by combining the same dimensional quantities such as count
197
trials to criterion
measure of the numbers or response opportunities needed to achieve a predetermined level of performance criteria
198
topography
form or shape of the response.
199
magnitude
force, intensity, severity of a behavior.
200
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
201
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.
