Behavior Analytic Assessments Flashcards
A functional behavior assessment method involving direct observation of the antecedents, the target behavior, and the consequences of the behavior.
a.) functionally equivalent response
b.) exploratory functional analysis
c.) ABC observation
d.) ABC narrative recording
c. ABC observation
other feedback:
functionally equivalent response
Feedback: Incorrect. This would be determined based on the outcome of ABC observations.
exploratory functional analysis
Feedback: Incorrect. This is a type of functional analysis in which a range of possibilities is explored because of a lack of hypothesis about the reinforcing consequence maintaining the problem behavior.
ABC narrative recording
Feedback: Incorrect. This is a type of recording procedure used to identify antecedents and consequences relevant to a behavior displayed during an ABC observation.
A form of direct, continuous observation in which the observer records a descriptive, temporally sequenced account of all behavior(s) of interest and the antecedent conditions and consequences for those behaviors as those events occur in the client’s natural environment.
a.) event recording
b.) ABC recording
c.) whole- interval recording
d.) time sampling
b.) ABC recording
other feedback:
event recording
Feedback: Incorrect. Data collection is not descriptive with this method, and is only concerned with whether or not the target response occurred.
whole-interval recording
Feedback: Incorrect. This is a discontinuous method of recording.
time sampling
Feedback: Incorrect. With this recording method, data is collected on a target behavior at a precise, predetermined moment.
A form of direct, continuous observation in which the observer records a descriptive, temporally sequenced account of all behaviors of interest and the antecedent conditions and consequences and consequences for those behaviors as those events occur in the client’s natural environment.
a.) indirect assessment
b.) anecdotal observation
c.) indirect measurement
d.) indirect functional assessment
b.) anecdotal observation
other feedback:
indirect assessment
Feedback: Incorrect. This type of assessment relies on information from others rather than on observation.
indirect measurement
Feedback: Incorrect. This is a method of measurement, not observation, that is used when the behavior that is measured is in some way different from the behavior of interest.
indirect functional assessment
Feedback: Incorrect. This is a method of assessment that involves structured interviews, checklists, rating scales, or questionnaires used to obtain information from people who are familiar with the person exhibiting the problem behavior.
An inventory that provides descriptions of different skills (usually in hierarchical order) and the conditions under which each skill should be observed.
a.) behavior checklist
b.) behavioral assessment
c.) differentiation checklist
d.) task analysis
a.) behavior checklist
other feedback:
behavioral assessment
Feedback: Incorrect. Behavioral assessment encompasses a wide variety of methods and doesn’t quite fit the precise definition provided.
differentiation checklist
Feedback: Incorrect. The term “differentiation” is not used to describe any checklist in ABA.
task analysis
Feedback: Incorrect. This breaks down a single skill into its component parts. The definition provided refers to an inventory that describes different skills.
A form of evaluation that involves a full range of inquiry methods to identify problematic antecedent and consequent controlling variables.
a.) behavioral checklist
b.) artifact
c.) behavioral assessment
d.) sequential assessment
c.) behavioral assessment
other feedback:
behavioral checklist
Feedback: Incorrect. This term describes a specific method. The definition provided refers to a term that can encompass a full range of methods.
artifact
Feedback: Incorrect. An artifact describes an outcome or result, not a direct form of evaluation.
sequential assessment
Feedback: Incorrect. In ABA, assessments are not typically defined as sequential.
An action that has sudden and dramatic consequences that extend well beyond the idiosyncratic change itself, because it exposes the person to new environments, reinforcers, contingencies, responses, and stimulus controls.
a.) magnitude
b.) behavioral cusp
c.) response latency
d.) topography
b.) behavioral cusp
other feedback:
magnitude
Feedback: Incorrect. Magnitude denotes the strength or intensity of a behavior.
response latency
Feedback: Incorrect. Latency refers to the time between the delivery of a stimulus and an organism’s response to that stimulus.
topography
Feedback: Incorrect. This is concerning the exact form in which a behavior is completed or carried out.
An assessment protocol that acknowledges complex interrelationships between environment and behavior.
a.) ecological assessment
b.) relevance of behavior rule
c.) event recording
d.) ecological protocol
a.) ecological assessment
other feedback:
relevance of behavior rule
Feedback: Incorrect. This is not an assessment protocol.
event recording
Feedback: Incorrect. This method is only concerned with whether or not a target response occurred, irrespective to the specific environment in which it occurred.
ecological protocol
Feedback: Incorrect. This is not a term used in ABA.
Designates responses as members of the targeted response class solely in terms of their common effect on the environment.
a.) function-based definition
b.) ecological assessment
c.) topography-based definition
d.) discrete trial
a.) function-based definition
other feedback:
ecological assessment
Feedback: Incorrect. This is a form of behavioral assessment and does not quite fit the definition provided.
topography-based definition
Feedback: Incorrect. This designates responses based on the form in which the behavior is completed or carried out.
discrete trial
Feedback: Incorrect. This is when response rate is controlled by an opportunity to respond.
Any measurement of a learner’s performance of a target behavior in a setting and/or stimulus situation in which direct training has not been provided.
a.) generalization contingency
b.) generalization setting
c.) generalization probe
d.) generalization across subjects
c.) generalization probe
other feedback:
generalization contingency
Feedback: Incorrect. This is not a term commonly used in ABA. Contingencies can be put in place to promote generalization, though; this would be in contrast to a probe where there are no contingencies in place.
generalization setting
Feedback: Incorrect. This is any place or stimulus situation that differs in some meaningful way from the instructional setting and in which performance of the target behavior is desired. Probes can be conducted to determine this type of generalization.
generalization across subjects
Feedback: Incorrect. This refers to changes in the behavior of people not directly treated by an intervention as a function of treatment contingencies applied to other people. Probes can be conducted to determine this type of generalization.
Any place or stimulus situation that differs in some meaningful way from the instructional setting and in which performance of the target behavior is desired.
a.) generalization setting
b.) generalization across subjects
c.) generalization probe
d.) instructional setting
a.) generalization setting
other feedback:
generalization across subjects
Feedback: Incorrect. Generalization across subjects refers to changes in the behavior of people, not directly treated by an intervention, due to contingencies applied to other people.
generalization probe
Feedback: Incorrect. A generalization probe is a measurement of a learner’s performance of a target behavior in a setting and/or stimulus situation in which direct training has not been provided.
instructional setting
Feedback: Incorrect. The instructional setting is the environment in which teaching occurs.
A self-management strategy in which the person decides on and writes down the desired level of the target behavior he or she hopes to achieve as a result of self-management procedures.
a.) self-management procedures
b.) goal setting
c.) controlled behavior
d.) controlling behavior
b.) goal setting
other feedback:
self-management procedures
Feedback: Incorrect. This refers to a class of behavior change tactics applied by the learner to their own behavior, such as goal setting.
controlled behavior
Feedback: Incorrect. This is the target behavior that is influenced in a self-management project.
controlling behavior
Feedback: Incorrect. The use of self-management strategies in which the antecedents and consequences of a target behavior and/or alternative behaviors are modified.
An adjustment that occurs when a person’s repertoire has been changed such that short- and long-term reinforcers are maximized, and long- and short-term punishers are minimized.
a.) duration
b.) momentary time sampling
c.) habilitation
d.) covariation
c.) habilitation
other feedback:
duration
Feedback: Incorrect. Duration refers to the amount of time it takes a given behavior to occur from beginning to end and is not the best fit for the definition provided.
momentary time sampling
Feedback: Incorrect. This is a method of measurement, not a way to describe a behavioral phenomenon within an organism.
covariation
Feedback: Incorrect. This describes a correlated variation of two or more variables and is not a term that fits the definition provided.
The environment where instruction occurs; includes all aspects of the environment, planned and unplanned, that may influence the learner’s acquisition and generalization of the target behavior.
a.) general case analysis
b.) instructional setting
c.) generalization setting
d.) environmental setting
b.) instructional setting
other feedback:
general case analysis
Feedback: Incorrect. This is a systematic method for selecting teaching examples that represent the full range of stimulus variations and response requirements in the generalization setting.
generalization setting
Feedback: Incorrect. This is any place or stimulus situation that differs in a meaningful way from the instructional environment where the target behavior should occur.
environmental setting
Feedback: Incorrect. This can refer to any type of setting; it is not a formal ABA concept or term.
An action that, when learned, produces corresponding modifications or covariation in other untrained behavior.
a.) pivotal behavior
b.) normalization
c.) magnitude
d.) standardization
a.) pivotal behavior
other feedback:
normalization
Feedback: Incorrect. This term has nothing to do with the consequences of a particular action.
magnitude
Feedback: Incorrect. This refers to the intensity or strength of a response.
standardization
Feedback: Incorrect. Standardization concerns the way in which all aspects of a measurement system are carried out.
Effects of an observation and measurement procedure on the behavior being measured.
a.) rate
b.) frequency
c.) response latency
d.) reactivity
d.) reactivity
other feedback:
rate
Feedback: Incorrect. Rate is a measurement procedure and does not describe the effects of an observation and measurement procedure.
frequency
Feedback: Incorrect. Frequency refers to the number of times a behavior occurs during a specific time period.
response latency
Feedback: Incorrect. Latency is concerned with the time between the presentation of a stimulus and an organism’s response to that stimulus.
Holds that only behaviors likely to produce reinforcement in that person’s natural environment should be targeted for change.
a.) pivotal behavior rule
b.) relevance of behavior rule
c.) validity of behavior rule
d.) reactivity
b.) relevance of behavior rule
other feedback:
pivotal behavior rule
Feedback: Incorrect. Pivotal behaviors are defined in terms of how they evoke untrained behaviors once the original response is learned. They are not defined as a rule.
validity of behavior rule
Feedback: Incorrect. Validity refers to the extent that a variable measures what it intends to measure. It is not defined as a rule in ABA.
reactivity
Feedback: Incorrect. This more closely describes the effects that observation has on the response being measured.
The extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior.
a.) response generalization
b.) generalization setting
c.) response maintenance
d.) setting generalization
a.) response generalization
other feedback:
generalization setting
Feedback: Incorrect. A generalization setting is any place or stimulus situation that differs in a meaningful way from the instructional environment where the target behavior should occur.
response maintenance
Feedback: Incorrect. This is when a response continues to occur over time.
setting generalization
Feedback: Incorrect. This is when a response occurs in a different environment than the instructional setting where the target behavior occurs.
The extent to which a learner continues to perform the target behavior after a portion or all of the intervention responsible for the behavior’s initial appearance in the learner’s repertoire has been terminated.
a.) response credibility
b.) setting generalization
c.) stimulus exemplars
d.) response maintenance
d.) response maintenance
other feedback:
response credibility
Feedback: Incorrect. The “credibility” of a response is not typically assessed in ABA.
setting generalization
Feedback: Incorrect. This is the extent to which a learner emits target responses in situations other than the instructional one.
stimulus exemplars
Feedback: Incorrect. These are stimuli that represent the range of relevant stimulus situations.
A type of prompt in which the trainer engages in the correct response that evokes the client to emit the correct behavior in the presence of the discriminative stimulus.
a.) gestural prompt
b.) instructional prompt
c.) model prompt
d.) within stimulus prompt
c.) model prompt
other feedback:
gestural prompt
Feedback: Incorrect. While the trainer does engage in a behavior to evoke the correct response, a gestural prompt does not specifically describe the target response emitted by the trainer.
instructional prompt
Feedback: Incorrect. This involves the trainer providing supplemental instruction to evoke the target response.
within stimulus prompt
Feedback: Incorrect. This is a type of prompt where the look and shape the discriminative stimulus is altered to evoke the target response.
A procedure in which a person compares his performance of a target behavior with a predetermined goal or standard; often a component of self-management.
a.) self-monitoring
b.) self-management
c.) self-control
d.) self-evaluation
d.) self-evaluation
other feedback:
self-monitoring
Feedback: Incorrect. This is observing and collecting data on one’s own behaviors.
self-management
Feedback: Incorrect. Self-management is the personal application of ABA tactics to change one’s own behaviors.
self-control
Feedback: Incorrect. This is a person’s ability to delay gratification.
A behavior that makes it more likely that one will perform the target behavior at the right time.
a.) response generalization
b.) self-generated mediator of generalization
c.) setting generalization
d.) generalization probe
b.) self-generated mediator of generalization
other feedback:
response generalization
Feedback: Incorrect. This is when a response occurs in a different environment than the instructional environment.
setting generalization
Feedback: Incorrect. The extent to which a learner emits the target behavior in a setting or stimulus situation that is different from the instructional setting.
generalization probe
Feedback: Incorrect. A generalization probe is a measurement of a learner’s performance of a target behavior in a setting and/or stimulus situation in which direct training has not been provided.
A type of behavioral strategy in which the client learns to make specific self-statements that increase the likelihood that a target behavior will occur in a specific situation.
a.) self-instructional training
b.) self-evaluation
c.) self-praise
d.) self-modification
a.) self-instructional training
other feedback:
self-evaluation
Feedback: Incorrect. During self-evaluation, an individual compares his or her performance to a predetermined goal.
self-praise
Feedback: Incorrect. This is a type of self-reinforcement that can be used if personal behaviors are changed (increased).
self-modification
Feedback: Incorrect. This is not a term used in ABA. While an individual can work to modify or change behaviors, they do not modify the self.
The extent to which a learner emits the target behavior in a setting or stimulus situation that is different from the instructional setting.
a.) generalization setting
b.) stimulus exemplars
c.) response credibility
d.) setting generalization
d.) setting generalization
other feedback:
generalization setting
Feedback: Incorrect. This is any place or stimulus situation that differs in a meaningful way from the instructional environment where the target behavior should occur.
stimulus exemplars
Feedback: Incorrect. These are stimuli that represent the range of relevant stimulus situations.
response credibility
Feedback: Incorrect. The “credibility” of a response is not typically assessed in ABA.
Refers to the extent to which target behaviors are appropriate, intervention procedures are acceptable, and important and significant changes in target and collateral behaviors are produced.
a.) temporal locus
b.) social collateral
c.) response latency
d.) social validity
d.) social validity
other feedback:
temporal locus
Feedback: Incorrect. This relates to behavior occurring at a point in time respective to other events, and doesn’t quite fit with the definition provided.
social collateral
Feedback: Incorrect. Social collateral is not a term used in ABA. Think in terms of how we determine the appropriateness of dependent and independent variables in ABA.
response latency
Feedback: Incorrect. This is a response measurement system and is not the best fit for the definition provided.
The response class selected for intervention.
a.) behavioral cusp
b.) target dysfunction
c.) pivotal behavior
d.) target behavior
d.) target behavior
other feedback:
behavioral cusp
Feedback: Incorrect. This describes an action has sudden and dramatic consequences that extend well beyond the idiosyncratic change itself because it exposes the person to new environments, reinforcers, contingencies, responses, and stimulus controls.
target dysfunction
Feedback: Incorrect. Dysfunction is not a term used to define targets in ABA.
pivotal behavior
Feedback: Incorrect. This is an action that, when learned, produces corresponding modifications or covariation in other untrained behavior. This term does not specify a response class.
Defines instances of the targeted response class by the shape or form of the behavior.
a.) topography-based definition
b.) behavioral cusp
c.) topography normalization
d.) function-based definition
a.) topography-based definition
other feedback:
behavioral cusp
Feedback: Incorrect. This describes an action has sudden and dramatic consequences that extend well beyond the idiosyncratic change itself because it exposes the person to new environments, reinforcers, contingencies, responses, and stimulus controls. This term is not the best fit to describe the definition provided.
topography normalization
Feedback: Incorrect. Normalization is not a word that is typically used to define topography.
function-based definition
Feedback: Incorrect. This term defines the response class by its effect on the environment, not its shape or form.
