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SAFMEDS 2020 > BEH 5022 FINAL > Flashcards

BEH 5022 FINAL Flashcards

1
Q

The goal of science is …

A

to achieve a thorough understanding of the phenomena under study (socially important bxs for ABA)

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2
Q

The three levels of scientific understanding are …

A

description, prediction, and control

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3
Q

Which level of scientific understanding?
Collection of facts about observed events that can
be quantified, classified, & examined for possible
relations with other known facts

A

description

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4
Q

Which level of scientific understanding?

A specific change in one event can reliably be produced by specific manipulations of another event

A

control

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5
Q

Which level of scientific understanding?

Demonstrates correlation between events based on repeated observations

A

prediction

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6
Q

“Description” involves the collection of facts about ________ _______ that can be __________, _________, and __________ for possible relations whith other known facts

A

observed events

quantified, classified, and examined

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7
Q

“Control” involves identifying a specific ________ in one event that can reliably be produced by specific _________ of another event

A

change, manipulations

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8
Q

“Prediction” involves demonstrating ___________ between events based on __________ _________

A

correlations

repeated observations

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9
Q

The six attitudes of science are:

A 
determinism
empiricism
experimentation
replication
parsimony
philosophical doubt
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10
Q

Define determinism briefly:

A

The world is lawful and orderly

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11
Q

Define empiricism briefly:

A

Objective observation

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12
Q

Define experimentation briefly:

A

Demonstrating functional relations

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13
Q

Define replication briefly:

A

Repeated demonstration of functional relations

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14
Q

Define parsimony briefly:

A

Simplicity and logic rule

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15
Q

Define philosophical doubt briefly:

A

Question everything

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16
Q

The experimental analysis of bx is…

A

a scientific method designed to discover the functional relation between behavior and the variables that control it

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17
Q

Three-term contingency

A

antecedent - behavior - consequence

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18
Q

An approach to explaining behavior that assumes that a mental, or “inner,” dimension exists that differs from a behavioral dimension and that phenomena in this dimension mediate behavior

A

mentalism

Examples:

Why did Bob throw himself on the floor? Because he was mad.

How did she pass the test? She is smart.

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19
Q

Statements whose cause and effect describe the same thing

A

explanatory fiction (a type of mentalism)

Examples:

He waited patiently because he has self-control.

He lashed out because he is hostile.

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20
Q

Which dimension of ABA?

Targeted behavior is socially significant and important to the individual

A

Applied

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21
Q

Which dimension of ABA?

Relates procedures to behavioral principles

A

Conceptually systematic

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22
Q

Which dimension of ABA?

Identifies functional relationships between behavior and the environment

A

Analytic

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23
Q

Which dimension of ABA?

Focuses on observable and measurable behavior

A

Behavioral

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24
Q

Which dimension of ABA?

Procedures are clear and replicable

A

Technological

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25
Q

Which dimension of ABA?

Results in socially significant change, cost-effective, efficient, likely to maintain

A

Effective

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26
Q

Which dimension of ABA?

Results are durable and transfer to related behaviors

A

Generality

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27
Q

The applied dimension of ABA targets behavior that is _________ _________

A

socially significant

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28
Q

The dimension of ABA termed “generality” refers to _______ results which ________ to related bxs

A

durable, transfer

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29
Q

The conceptually systematic dimension of ABA relates _________ to behavioral _________

A

procedures, principles

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30
Q

The effective dimension of ABA results in socially significant _______, is ______ ______, is ________, and is likely to __________

A

socially significant change
cost effective
efficient
likely to maintain

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31
Q

The analytic dimension of ABA identifies _________ __________

A

functional relationships (between bx and the environment)

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32
Q

The behavioral dimension of ABA focuses on bxs that are ________ and _________

A

observable and measurable

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33
Q

The technological dimension of ABA describes procedures in a way that is ______ and _________

A

clear, replicable

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34
Q

The fundamental properties of behavior are…

A

temporal locus, temporal extent and repeatability

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35
Q

Temporal locus refers to the fact that behavior occurs ….

A

at a specific point in time

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36
Q

Temporal extent refers to the fact that behavior ….

A

occupies time

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37
Q

Repeatability refers to the fact that behavior…

A

can be counted

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38
Q

Baer, Wolf and Risley defined the …

A

dimensions (defining characteristics) of ABA

applied, behavioral, analytic, technological, conceptually systematic, effective, generality

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39
Q

The three-term contingency is also referred to as …

A

discriminated operant

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40
Q

A property of a phenomenon which occurs in time and is described in terms of the dimensional quantity of latency

A

temporal locus

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41
Q

A property of a phenomenon which occurs in time and is described in terms of the dimensional quantity of duration

A

temporal extent

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42
Q

A property of events that can recur and is described in terms of the dimensional quantity of countability

A

repeatability

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43
Q 
A class of responses elicited by a particular unconditioned or conditioned antecedent
stimulus
A

respondent

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44
Q

A class of responses defined by a functional relation with a class of consequent events that immediately follow those responses

A

operant

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45
Q

A class of responses that are functionally related to classes of both antecedent and consequent stimuli

A

discriminated operant

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46
Q

The 3 general types of functional response classes are:

  • r__________
  • o_________
  • d_________ ___________
A
  • respondent
  • operant
  • discriminated operant
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47
Q

Which function of measurement?

Attaching a number to an event to distinguish it from other events

A

description

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48
Q

Which function of measurement?

Using descriptions of multiple individual events to identify differences among them

A

comparison

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49
Q

Which function of measurement?

Making repeated descriptions of an event taken over time in order to anticipate the outcome of a future measurement

A

prediction

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50
Q

An experiment that demonstrates a clear functional relationship can be said to have a high degree of ______ _______

A

internal validity

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51
Q

_________ asks about getting the same outcomes if procedures were repeated exactly

A

reliability

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52
Q

_________ asks about getting the same outcomes if procedures were somewhat different

A

generality

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53
Q

Which threat to internal validity?

Events that occur outside of the study

A

history

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54
Q

Which threat to internal validity?

Changes within the participants which occur over time

A

maturation

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55
Q

Which threat to internal validity?

Changing aspects of the IV implementation or how the DV is measured

A

instrumentation

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56
Q

Which threat to internal validity?

Changes in the experimenter’s behavior during the treatment phase

A

experimenter bias

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57
Q

Which threat to internal validity?

Sequence of condition presentation affects performance

A

order effects

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58
Q

Which threat to internal validity?

Effects of practice on performance

A

testing

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59
Q

Which threat to internal validity?

The influence one treatment may have on another during research

A

multiple-treatment interference

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60
Q

Which threat to internal validity?

One or more uncontrolled variables occurring with the IV

A

general confounding

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61
Q

History effects threaten internal validity when …

A

events outside the study affect the outcome

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62
Q

Maturation threatens internal validity when…

A

changes within the participant over time affect the outcome

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63
Q

Instrumentation threatens internal validity when …

A

changes are made to aspects of IV implementation or how the DV is measured

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64
Q

Experimenter bias threatens internal validity when …

A

actions of the experimenter during treatment affect the outcome

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65
Q

Order effects threaten internal validity when …

A

the specific order of IV presentation affects performance

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66
Q

Testing threatens internal validity when …

A

repeated practice affects the outcome

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67
Q

Multiple treatment interference threatens internal validity when …

A

one treatment influences the outcome of another treatment

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68
Q

General confounding threatens internal validity when…

A

one or more uncontrolled variables cooccur with the IV

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69
Q

Behavior of scientists is an important consideration because…

A

scientists are affected by antecedents/consequences just like all others

70
Q

The behavior of scientists in designing and conducting experiments can best be understood in terms of the ________ they must make and the _________ of those actions on the data their study generates

A

decisions, consequences

71
Q

The essence of science lies in the _________ of individual __________

A

behavior, researchers

72
Q

Scientific method is no more than a loose set of rules and traditions that bring the researcher’s behavior
under the control of the ______ _______, as opposed to prescientific, culturally based convictions

A

subject matter

73
Q

Viewing _________ choices in terms of their antecedents and consequences highlights important distinctions among alternatives and helps investigators to make sound decisions

A

methodological

74
Q

A relationship in which one variable changes systematically according to the value of another

A

functional relationship

75
Q

What factors contribute to a strong functional relationship?

A

steady state strategy, prediction, verification, replication

76
Q

A pattern of responding that exhibits relatively little variation over a period of time

A

steady state responding

77
Q

Showing that the dependent variables (DVs) would not change without intervention (IV)

A

verification

78
Q

Anticipated outcome of a presently unknown or future measurement- if no change occurred in the subject’s environment

A

prediction

79
Q

An IV is introduced on a stable baseline, an explicit assumption has been made; If the IV was not introduced, the behavior, as indicated by the baseline pattern, would not change. In addition predicting that the IV will result in a change in the behavior

A

affirmation of the consequent

80
Q

Repeating the IV manipulation reduces the probability that a variable other than treatment was responsible for the change

A

replication

81
Q

A definition of a response class based on the functional relations between its responses and classes of antecedent and consequent environmental events

A

Functional response class definition

82
Q

A definition of a response class based on the form of responses

A

Topographical response class definition

83
Q

A functional behavior definition has these advantages…

A
  • includes all members of the response class
  • the function of bx is the most important feature
  • definitions are simpler and more concise
84
Q

A topographical behavior definition is useful when…

A
  • the analyst does not have easy access to functional outcomes
  • cannot rely on function because each occurrence does not produce relevant outcome
  • less open to interpretation, so reliability is increased
85
Q

List the 10 criteria for evaluating social significance of target behaviors:

  1. R__________
  2. P__________
  3. A__________
  4. O__________
  5. C__________
  6. A__________
  7. R__________
  8. T__________
  9. A __________
  10. A_________
A
  1. Reinforcement - Is this bx likely to produce reinforcement in the natural environment?
  2. Prerequisite - Is this bx a prerequisite for a more complex and functional skill?
  3. Access - Will this bx increase access to environments in which other important bxs can be acquired and used?
  4. Others - Will changing this bx predispose others to interact with the client in a more appropriate manner?
  5. Cusp - Is this bx a pivotal bx or behavioral cusp?
  6. Age-Appropriate - Is this an age-appropriate bx?
  7. Replacement - If this bx is to be reduced or eliminated, has an adaptive and functional bx been selected to replace it?
  8. Target - Does this bx represent the actual problem/goal, or is it only indirectly related?
  9. Application - Is this “just talk”, or is it the real bx of interest?
  10. Achievement - If the goal itself is not a specific bx (e.g, losing 20 lbs), will this bx help achieve it?
86
Q

Social significance - Reinforcement:

Will the target behavior contact _______ ________?

A

natural reinforcement

87
Q

Social significance - Prerequisite:

Does the learner _______ this skill to acquire another functional skill?

A

need

88
Q

Social significance - Access:

Will this bx increase the learner’s access to other ________?

A

environments

89
Q

Social significance - Others:

Will changing this bx result in improved _________ with others?

A

interactions

90
Q

Social significance - Cusp:
Does this bx have important consequences beyond the change itself, in that it will expose the learner to new ________ or _________?

A

environments or contingencies

91
Q

Social significance - Age-appropriate:

Does teaching this skills support __________?

A

normalization

92
Q

Social significance - Replacement:

Is there a plan to replace the behavior with an ______ behavior?

A

adaptive/functional

93
Q

Social significance - Target:

Does the bx represent the actual _______?

A

goal (e.g., “in-seat bx vs on-task bx”)

94
Q

Social significance - Application:

Does the goal target a _______ behavior or an actual ________ ________?

A

verbal, functional skill (e.g., talking about fixing a lawn mower vs. actually being able to fix a lawn mower)

95
Q

Social significance - Achievement:

Does changing this bx help achieve a desired _______?

A

outcome (e.g., weight loss)

96
Q

List the major factors in prioritizing target bxs:

  1. Does the bx pose a ________
  2. _____ _______ does this bx occur (or will it be able to occur)?
  3. How _____ _______ is the problem or skill deficit?
  4. Will changing this bx produce more ________ for the learner?
  5. What will be the _______ ________ of this bx to future skill development and independence?
  6. Will changing this bx reduce negative or unwanted _______ from others?
  7. Will this new bx produce reinforcement for ______?
  8. How likely is ________?
  9. How much will it ______?
A
  1. danger
  2. how often
  3. long-standing
  4. reinforcement
  5. relative importance
  6. attention
  7. others
  8. success
  9. cost
97
Q

Using a target bx ranking matrix can be useful when …

A

working through conflicts re: selection of goals

98
Q

A simple tally of the number of occurrences of a bx

A

count

99
Q

A ratio of count and time

A

rate

100
Q

When you want to know how many times a bx occurred, use ________. If you are interested in the proportion of time that a behavior occurs during an observation period, use _________. If you want to find out how long each instance of the bx lasts, use ___________

A

count
duration per session
duration per occurrence

101
Q

Name two forms of data derived from direct measures of dimensional quantities of bx:

A
  • percentage (ratio formed by combining the same dimensional quantities)
  • trials to criterion (measure of response opportunities needed to meet a predetermined level of performance)
102
Q

Something that appears to exist because of the way it is examined or measured

A

artifact (often occurs in time sampling)

103
Q

A unitless number that results from calculations whose components share the same dimensional quantities

A

dimensionless quantity

104
Q

The assumption that variability in behavior is in one way or another inherent or built into the nature of organisms

A

intrinsic variability

105
Q

The assumption that variability in behavior is describable, explainable, and predictable in terms of variation in other phenomena, whether biological or environmental

A

extrinsic variability

106
Q

List sources of behavioral variability:

  • _________ of the organism
  • experimental _________
  • m____________
  • experimental _________
  • data __________
  • _________ variable
A
  • biology
  • setting
  • measurement
  • experimental design
  • data analysis
  • independent variable
107
Q

The extent to which observed values approximate to the events that actually occurred

A

accuracy

108
Q

The stability of the relationship between observed values and the events that actually occurred

A

reliability

109
Q

The extent to which observed values represent the events they are supposed to represent and that will be the focus of interpretation

A

validity

110
Q

The extent to which the investigator can, in the absence of direct evidence, convince others to believe that the data are good enough for interpretation. Does not involve direct evidence about the relationship between data and the events they are intended to represent

A

believability

111
Q

_________ is assessed by obtaining true values and comparing with observed values

A

Accuracy

112
Q

List 2 ways of assessing reliability:

  • obtain ______ ________ and compare with ______ _______
  • present observer with the same sample ________ _______
A

true values, observed values

multiple times

113
Q

Evaluating the accuracy and reliability of data produced by a measurement procedure and, if
necessary, using these findings to improve the procedure so that it meets desired standards

A

calibration

114
Q

List 5 data characteristics that should control the evaluation of behavior change across phases:

  • change in ________
  • ________ to change
  • ________ shift
  • between-phase ________
  • between-phase differences in _______
A
  • change in level
  • latency to change
  • mean shift
  • between-phase overlap
  • between-phase differences in trend
115
Q

The immediate change in responding from the end of one phase to the beginning of the next assessed by comparing the last data point from a condition to the first data point of the subsequent condition

A

level change

116
Q

The time required for change in responding to be detected after the onset of a new experimental condition

A

latency to change

117
Q

The amount by which the means differ across phases

A

mean shift

118
Q

An experimentally determined relation that shows that the dependent variable depends on or is a function of the independent variable and nothing else

A

functional relation

119
Q

Arrangement of control and treatment conditions that permit comparisons that help to identify the effects of the independent variable on the dependent variable

A

experimental design

120
Q

A within-subject experimental design composed of a control and an experimental condition

A

AB design

121
Q

A within-subject experimental design involving a pair of control and experimental conditions in which one or both conditions repeat at least once

A

reversal design

122
Q

A variation of a reversal design that exposes a participant first to one condition and then to another in some form of repeated alternation

A

multi-element or alternating treatments design

123
Q

A within-subject, single baseline design using AB and reversal sequences to identify effects of manipulating performance criteria

A

changing criterion design

124
Q

A within-subject, single baseline design using AB and reversal sequences to identify effects of manipulating a specific parameter of a procedure

A

parametric design

125
Q

A within-subject design that uses two or more baselines in a coordinated way to allow control–treatment comparisons both within and across baselines

A

multiple baseline design

126
Q

List 3 advantages of reversal design:

A
  • clear demonstration of functional relationship
  • quantifies amount of bx change
  • shows need to program for maintenance
127
Q

List 2 disadvantages of reversal design:

A
  • some tx effects are irreversible

- social/educational/ethical concerns (lost educational time, allowing dangerous bx to recur)

128
Q

List 7 advantages of alternating treatments design:

A
  1. does not require treatment withdrawal
  2. speed of comparison
  3. minimizes irreversibility problems
  4. minimizes sequence effects
  5. can be used with unstable data
  6. can be used to assess generalization of effects
  7. intervention can begin immediately
129
Q

List 4 disadvantages of alternating treatments design:

A
  1. multiple treatment interference
  2. unnatural nature of rapidly alternating treatments
  3. limited capacity (max 4 txs)
  4. selection of txs - should be significantly different from one another and have well-documented effects
130
Q

List 4 advantages of multiple baseline design:

A
  1. does not require withdrawal of effective treatment
  2. ideal for multiple bx changes
  3. useful in assessing generalization of bx change
  4. relatively easy to understand and acceptable to others
131
Q

List 5 disadvantages of multiple baseline design:

A
  1. does not demonstrate experimental control even when a functional relation exists
  2. weaker demonstration of experimental control than ABAB
  3. provides more info about effectiveness of tx variable than function of target bx
  4. can require tx being withheld for some bxs, subjects, or settings for a long time
  5. time and resource requirements
132
Q

List 2 advantages of changing criterion design:

A
  1. does not require withdrawal of effective tx

2. enables experimental analysis within context of gradually improving bx

133
Q

List 2 disadvantages of changing criterion design:

A
  1. the target bx must already be in the subject’s repertoire

2. may be less efficient than other designs

134
Q

A relatively consistent change in the data in a single direction

A

trend

135
Q

The value on the vertical axis around which a series of behavioral measures converge

A

level

136
Q

How often and the extent to which multiple measures of bx yield different outcomes

A

variability

137
Q

Trend is a relatively constant change in the data ….

A

in a single direction

138
Q

Level is the ______ on the vertical axis around which a series of behavioral measures ________

A

value, converge

139
Q

Variability refers to ______ ______ and the _______ to which multiple measures of bx yield different outcomes

A

how often, extent

140
Q

Two options for assessing accuracy of human measurement systems are:

A
  • recording video and having another observer obtain true values
  • using measurable response products
141
Q

List 4 methods of IOA data collection:

A
  • total agreement
  • exact agreement
  • interval agreement
  • occurrence/nonoccurrence agreement
142
Q

A procedure for calculating IOA that involves summing the total count for each of two observers, dividing the smaller total by the larger total, and multiplying the result by 100

A

total agreement IOA

143
Q

A procedure for calculating IOA that involves dividing the observation period into intervals in which two observers record the actual number of responses. In order to obtain percent agreement, only intervals in which the two observers agreed on the exact count are
considered agreements.

A

exact agreement IOA

144
Q

A procedure for calculating IOA in which each interval scored by two observers is counted as an agreement, and each interval that is scored by neither observer is also called an agreement. Intervals for which only one
observer scored the behavior are counted as disagreements.

A

interval agreement IOA

145
Q

A procedure for calculating IOA that involves calculating and reporting agreement
separately for both occurrences (scored intervals) and nonoccurrences (unscored intervals)

A

occurrence/nonoccurrence IOA

146
Q

A good behavioral definition is …

A

observable, measurable and concise

147
Q

The 3 main categories of measurable dimensions of behavior are…

A

dimensional, derivative, and definitional (strength/form)

148
Q

List 3 ways to control for problems with observer training:

  • ________ observers carefully
  • train to an ________ _______
  • use _________ _________ to minimize drift
A
  • select carefully
  • train to an objective standard
  • use ongoing training
149
Q

One way to assess the accuracy of a human measurement system is …

A

using video data collection to obtain a true value

150
Q

List 4 methods for IOA data collection:

A
  • total count
  • exact agreement (exact count per interval)
  • interval agreement
  • occurrence/nonoccurrence agreement
151
Q

When conducting visual analysis within a condition, list the 4 main factors to consider:

A
  • level
  • trend
  • variability
  • number of data points
152
Q

The main considerations when conducting visual analysis across conditions are:

A

trend, mean shift, whether baseline steady state was established, immediacy of change

153
Q

Steady state refers to a ______ of responding that exhibits relatively little _______ in its measured dimensional quantities over a period of time

A

pattern, variation

154
Q

List 3 applied benefits to establishing a baseline level of responding:

A
  • guides initial criteria for treatment
  • may show that intervention is not needed
  • could help plan an effective tx
155
Q

List 3 applications of a B-A-B reversal:

A
  • when tx is already in place
  • when you need to intervene immediately
  • when time to show results is limited
156
Q

An NCR reversal design is used to show the ________ _________ of NCR vs a contingent tx

A

differential effects

157
Q

A DRO/DRA reversal is used to ________ opportunities for _________ reinforcement

A

decrease opportunities for adventitious reinforcement

158
Q

List 4 common variations of the alternating treatments design:

A
  • single phase without control condition
  • single phase with at least one treatment and a no-treatment control
  • two-phase with initial baseline followed by alternating treatments
    three-phase with initial baseline, alternating treatments, and best treatment phases
159
Q

One time when it might be useful to implement a multiple baseline in clinical practice is when ….

A

treatment effects are irreversible

160
Q

One time when it might be useful to implement a changing criterion in clinical practice is to …

A

demonstrate effects of manipulating performance criteria

161
Q

List 4 categories of treatment confounds:

A
  • subject confounds
  • setting confounds
  • measurement confounds
  • IV confounds
162
Q

List 2 examples of subject confounds:

A
  • maturation (changes in the subject over the course of the experiment)
  • history (influence by events outside of the experiment)
163
Q

Name a possible setting confound:

A

“bootleg” reinforcement

164
Q

Name a possible setting confound:

A

“bootleg” reinforcement

165
Q

List 3 examples of measurement confounds:

A
  • observer drift
  • reactivity (influence of experimenter’s bx on others)
  • observer bias
166
Q

List 4 examples of independent variable confounds:

A
  • order effects
  • testing effects
  • multiple treatment interference
  • treatment drift
167
Q

List 3 considerations when assessing social validity:

A
  • social significance of the goal
  • social acceptability of the methods
  • social importance of the outcome
168
Q

Degree to which an observed functional relation in an experiment will hold under different conditions

A

external validity

169
Q

External validity refers to the degree to which an _________ _________ _______ in an experiment will hold under different conditions

A

observed functional relation

170
Q

External validity in ABA is established through _________

A

replication

171
Q

External validity is the product of ______ ______

A

many studies (not something that one study has)

172
Q

________ ________ is the product of many replications within and between studies

A

External validity

SAFMEDS 2020 (13 decks)

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