Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

SAFMEDS BEHP 5011-15 > BEHP 5013, Units 7-9 > Flashcards

BEHP 5013, Units 7-9 Flashcards

1
Q

The effect of a stimulus on a specific response may be learned, due to the experiential history of the individual organism in the environment

A

Ontogenic provenance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Good goals are:

  • _____ but _____
  • under _____ ______
  • _____
A
  • difficult but achievable
  • under performer control
  • specific
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

The operational definition of treatment conditions (IV) should be (4)

A

clear, concise, unambiguous, objective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

List 7 types of antecedent-based interventions for staff

A
  • job description
  • supervisor presence
  • job aids
  • task clarification
  • checklists
  • task analysis of a job duty
  • placing the tasks in order of occurrence
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

List 4 situations to consider using group contingencies

A
  • group of persons share the same problem
  • unrealistic to set up individual programs
  • difficult to identify the person responsible for x behavior
  • singling out one person to reward may cause problems with peers
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

BARS stands for:

A

Behaviorally Anchored Rating Scale

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Other individuals who benefit from behavior change in clients

A

indirect consumers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

List 3 questions to ask when designing a token economy:

  1. What do you want the individual to ___?
  2. What kind of _____ will you use?
  3. What will help _____ the individual?
A

do, token, motivate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Members cannot predict which group members, target behaviors, settings and/or times on which the reward will be contingent. Can be used with independent, dependent or interdependent group contingencies. Can be a powerful strategy for promoting generalization and maintenance.

A

Indiscriminable group contingencies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

How many tokens are needed before the individual can exchange

A

Exchange ratio and system

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Increase performance monitoring when:

A

Data is being collected on a vital skill or dangerous problem behavior
New plan is implemented
Problems are noticed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

State the advantage of using a group average during a group contingency

A

Group members may continue to work hard to meet criterion even when they see peers failing to meet the criterion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

A behavior is functional only to the extent that it …

A

produces reinforcement for the learner

Bx not followed by reinforcers on at least some occasions will not be maintained

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

How much something costs

A

cost

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

List 5 strategies to reduce reactivity:

Monitor \_\_\_\_\_
Self-\_\_\_\_\_
Monitor \_\_\_\_\_
\_\_\_\_\_ monitoring
Use reactivity to your \_\_\_\_\_
A 
frequently
monitoring
results
covert
advantage
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

A nontechnical term for behavior that has come under the control of a stimulus class that is too broad. That is, the learner emits the target behavior in the presence of stimuli that, although similar in some way to the instructional examples, are inappropriate occasions for the behavior.

A

Overgeneralization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Highly preferred backup reinforcers (in a token economy) function as an _____ _____ for _____ _____
They _____ the _____ of tokens as reinforcement
_______ backup reinforcers function as an _____ _____

A
  • establishing operation for positive reinforcement
  • increase, effectiveness
  • non-preferred, abolishing operation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

The management of an individual employee or group of employees through the application of behavior principles

A

Performance management

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Job aids can be used when …

A

formal retraining is not warranted

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

List 5 components of the DeRisi contracting model:

A
  1. Date contract begins and ends
  2. Behavior
  3. Amount and kind of reward
  4. Signatures of all involved
  5. Schedule for review of progress
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

An effective teacher has students ____ targeted skills in different ____ and with different ____, ____, and _____ before concluding with confidence that the student has acquired and generalized a skill

A

perform

settings, instructors, cues, materials

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

A rule specifies a _____

A

contingency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Steps for setting goals:

  • Set the goal and ….
  • Obtain _____ _____ for the goal
  • Consider _____ if significant improvement is required
A
  • mark it on the graph
  • employee input
  • sub-goals
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Any place or stimulus situation that differs in some meaningful way (not necessarily location) from the instructional setting and in which performance of the target behavior is desired

A

Generalization setting

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What is left after a behavior (OBM term)

A

Results

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

The changes in behavior of untreated persons as a function of the treatment contingencies that are applied to the client

A

Generalization across participants

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

The individuals we are paid to serve (clients)

A

direct consumers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

To field test a token system ….

A

covertly record when tokens would have been delivered

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

The extent to which performance of the target behavior is improved in environments different than the original training environment

A

Stimulus generality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Causes a researcher to administer the IV in such a way that it enjoys an unfair advantage over the baseline or comparative conditions

A

Experimenter bias

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Disadvantages of group contingencies:

  • Peers may put too much _____ on the “hero” or other peers
  • If the hero does not earn the reward, or some group members lose the reward for the group, others may _____
  • Can be tricky to implement successfully depending on the _____ of the group
  • May have other _____ effects
A
  • pressure
  • retaliate
  • makeup
  • undesirable
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Ways to self-manage:

  • provide _____
  • perform the _____ _____ in a behavior chain
  • remove _____ _____
  • restrict _____ _____
A
  • prompts
  • initial steps
  • necessary items
  • stimulus conditions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

List 5 different training modalities:

A
  • provision of written description
  • brief explanation with questions
  • classroom training
  • performance and competency-based training
  • Behavioral Skills Training (BST)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

List 3 benefits of BARS:

Allows for _____ _____ _____
Allows for _____ _____
Negates the need for _____ ______ __ ______ _____

A

easy goal setting
objective evaluation
other forms of performance review

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Steps to developing a performance monitoring tool:

  1. Create a _____ _____
  2. Designate space for _____ _____
  3. List ____ _____ for successful implementation and leave room to note yes/no
  4. Make room for _____
A
  1. data sheet
  2. identifying information
  3. key components
  4. notes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Continuous reinforcement should be used to:

A

teach new skills and until data shows stable responding for several days

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Any contingency of reinforcement or punishment designed and implemented by a behavior analyst or practitioner to achieve the acquisition, maintenance, and/or generalization of a targeted behavior change

A

Contrived contingency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Training in multiple settings, using multiple trainers and stimuli

A

Multiple exemplar training

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Occurs when the application of the IV during later phases of an experiment differs from the way it was applied at the outset of the study

A

Treatment drift

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Use antecedent interventions with staff when:

  • there are ____ problems
  • there are _____ _____
  • staff fail to _____
A
  • role
  • competing contingencies
  • generalize
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Highly detailed instructions regarding what is expected

A

Task clarification

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

State an incorrect use of employee monitoring data

A

Used primarily for punishment (typically delayed punishment)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

To create new individuals who are capable of doing new things, not simply of repeating what other generations have done - individuals who are creative, inventive, and discoverers

A

Goal of education

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

A component of some token economy systems in which participants advance up or down throughout a succession of levels contingent on their behavior at the current level

A

Level system

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

The occurrence of relevant behavior under different conditions without the scheduling of the same events in those conditions as had been scheduled in the training conditions

A

Generalization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

List 4 problems with conducting monitoring:

Monitoring is _____
Staff don’t know ____ they are being monitored
Monitoring is done ______
______ of monitoring are not shared

A

Hidden, why, impolitely, results

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

What to teach staff:

  • industry-specific _____ information
  • _____ _____ and behavior plan _____
  • _____ basics
  • _____ information
A
  • mandated
  • data collection, implementation
  • ABA
  • population
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

List 3 considerations when selecting backup items to be exchanged for tokens:

  • try _____ _____ activities/events before using _____ reinforcers
  • if individuals can get _____ _____ for “free”, tokens won’t be as effective
  • can be tangibles, _____ or _____
A
  • naturally occurring, contrived
  • backup items
  • activities, privileges
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

How well something is done

A

quality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

A _____ ______ should monitor progress on a contract and provide ______ rewards

A

progress record, interim

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

List 7 techniques for programming for generality:

  • Introduce to ____ ______ _____
  • Train _____ ____
  • Train _____
  • Use _____ _____
  • Program _____ _____
  • Mediate ______
  • Train to _____
A
  • natural reinforcement contingencies
  • sufficient exemplars
  • loosely
  • indiscriminable contingencies
  • common stimuli
  • generalization
  • generalize
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

Staff training: A _____ explains why the staff will be responsible for _____ the plan. The verbal description should be _____ but clearly explain the steps of the plan.

A

rationale, implementing, succinct

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Before re-training, use …

A

task clarification

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

Staff training: Demonstrate the skills

  • while the employee watches
  • in the _____ _____ when possible
  • with a _____ trainer
A

natural environment, competent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

Identifying pinpoints:

Identify the biggest _____
Select a few behaviors that will have the _____ _____
Don’t _____ with pinpoints

A

opportunity
greatest impact
overwhelm

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Mediate generalization by establishing a _____ as part of new learning that is likely to be used with _____ ______ as well.
______ is the most common mediator.

A

response, other problems

Language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

Train to generalize by _______ generalization and using _____ to facilitate generalization

A

reinforcing, instructions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

State a disadvantage of using a group average during a group contingency

A

Some group members may become “free riders”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

Staff training: Provide a written description

  • as a permanent _____
  • but don’t provide additional info outside of what has to be _____
  • consider a _____
A
  • reference
  • implemented
  • checklist
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

Identifying quality:

Ask managers and employees: “What _____ ______ _____ __ ___?”
Engage in _____ _____ while interviewing managers and staff
Look for _____ _____, especially between managers and employees

A

What makes someone good at X?
Narrative recording
Recurring themes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

The extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior

A

Response generalization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

List 4 necessary elements of a contract

A

Task
Reward
Signatures
Data Collection

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

Approximately how often you will deliver tokens for the target behavior

A

Ratio of earning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

List 5 steps to effective performance monitoring:

  1. Specify what it is that staff are supposed to be doing: _____
  2. Develop a _____ that contains each component
  3. Observer collects data as staff implements _____ _____
  4. Determine if staff meets a specified _____ __ _____
  5. Often data on the _____ ______ can be collected simultaneously.
A
  1. pinpoints
  2. tool
  3. behavior plan
  4. level of criteria
  5. target behavior
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

Outcome management:

  • identify outcome for the consumer
  • specify _____ _____ for staff
  • provide _____
  • monitor _____ ______
  • provide data-based _____ for correct performance
  • provide _____ ______ for insufficient performance
  • evaluate the effects of _____ _____
A
  • target behavior
  • training
  • staff performance
  • reinforcement
  • corrective feedback
  • supervisory procedures
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

List 4 steps in a risk-benefit analysis:

A
  • assess risk of behavioral intervention
  • assess benefits
  • discuss the analysis with involved parties
  • make a decision
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

Staff training: Observe trainee

  • have staff perform all aspects of the new skill in the ____ _____
  • if not available, consider ____ ______
  • the trainer must _____ the trainee
  • the trainer notes _____ ______ and any mistakes
A
  • natural environment
  • role-playing
  • observe
  • correct implementation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

State an advantage of random selection within group contingencies

A

As it is uncertain who will be selected for evaluation, all members may work harder and try to meet the criterion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

When collecting performance monitoring data on deceleration targets, arrange observation when _______. Be more worried about _____ agreement, and remember that data integrity is more important in some procedures (e.g., extinction) than others.

A

problem behavior is most likely, low

70
Q

Implementing behavior plans, collecting data, implementing emergency procedures

A

Clinical tasks

71
Q

State the ‘relevance-of-behavior’ rule:

A

Choose only those behaviors to change that will produce reinforcers in the post-intervention environment.

72
Q

May evoke or abate behavior without the behavior having to directly experience the contingency

A

Rule-governance

73
Q

Staff should always be informed about what is expected (_____) and how they are doing in relation to what is expected (_____ and _____)

A

goals, monitoring, feedback

74
Q

A system whereby participants earn generalized conditioned reinforcers as an immediate consequence for specific behaviors

A

token economy

75
Q

Contracts are not used for …

A

skill acquisition

76
Q

Characteristics of good constructive feedback:

  • done in _____
  • soon after the behavior
  • describe the _____ ______
  • talk specifically about _____, nothing else
  • use “___ _____”
  • deliver when _____
A
  • private
  • desired behavior
  • behavior
  • I statements
  • calm
77
Q

List 5 interventions used in performance management

A 
Goal setting
Feedback
Job aids
Token systems
Lottery systems
78
Q

The extent to which the learner continues to perform the target behavior after a portion or all of the intervention has been terminated

A

Maintenance

79
Q

The opportunity to engage in a high-probability behavior contingent upon the occurrence of low-probability behavior will reinforce the low-p behavior

A

Premack Principle

80
Q

Name two types of performance feedback

A

Positive and constructive

81
Q

Negative reinforcement can be used with staff to …

A

get behavior started - should transfer to positive reinforcement as soon as pinpoint begins to occur

82
Q

List 4 components (types) of OBM

A

Performance management (PM)
Behavior systems analysis (BSA)
Behavior-based safety (BBS)
Pay for performance

83
Q

List 3 appropriate uses for employee monitoring data:

Reinforcement and _____ _____ for the staff member
Minimum of _____ instances of reinforcement to corrective feedback
_____ every chance

A

Corrective feedback, 4:1, Reinforcement

84
Q

A dependent group contingency is also known as:

A

the hero procedure or consequence sharing

85
Q

Staff training: Feedback

  • provide _____ feedback following performance
  • describe what was done _____ and _____
  • explain how to fix the _____ _____
  • answer _____
A
  • immediate
  • correctly, incorrectly
  • incorrect elements
  • questions
86
Q

Advantages of level systems:

  • simplifies _____ _____
  • provides _____ guidelines for decisions
  • can _____ the individual differences that control decisions
  • may be used to fade out a _____ ______
A
  • staff training
  • systematic
  • offset
  • token economy
87
Q

How much of something

A

quantity

88
Q

Use sufficient stimulus exemplars, vary dimensions of antecedents, and make contingencies indiscriminable

A

Training diversely

89
Q

Intermittent reinforcement should be used to:

A

sustain/maintain intervention effects after stable responding is achieved

90
Q

Pinpoints should be _____, _____, and _____

A

observable, measurable, reliable

91
Q

Occurs when target behavior comes under the restricted control of an irrelevant antecedent stimulus

A

Faulty stimulus control

92
Q

Steps for staff training:

  1. Verbally describe the skills and give a _____
  2. Provide a _____ _____
  3. _____ how to perform the skills
  4. Observe _____ practice the skill
  5. Provide _____ on performance
  6. Repeat steps 3-5 until _____ is reached
A
  1. rationale
  2. written description
  3. demonstrate
  4. trainee
  5. feedback
  6. proficiency
93
Q

How long something takes to complete

A

timeliness

94
Q

List 8 reasons why data collection does not sustain:

Problematic \_\_\_\_\_
Unclear \_\_\_\_\_
Insufficient \_\_\_\_\_
Insufficient \_\_\_\_\_
\_\_\_\_\_ of intervention
Failure to \_\_\_\_\_
Competing \_\_\_\_\_
Staff \_\_\_\_\_
A 
definitions
roles
materials
training
complexity
generalize
contingencies
dissatisfaction
95
Q

A sub-discipline of ABA that has historically emphasized identification and modification of the environmental variables that affect directly observable or verifiable employee performance

A

Organizational behavior management (OBM)

96
Q

Contracts can be used for …

A

permanent products

97
Q

Disadvantages of level systems:

  • can become _____
  • easily _____
  • _____ on the system too much
A
  • punitive
  • misused
  • relying
98
Q 
Contracting rules:
\_\_\_\_\_ must be immediate
Initially reward small \_\_\_\_\_\_
Reward \_\_\_\_\_ with small amounts
Reward \_\_\_\_\_, not obedience
Reward performance \_\_\_\_\_ it occurs
The contract must be (3)
The \_\_\_\_\_ of the contract must be clear
Contracting methods should be used \_\_\_\_\_
A 
Payoff
Approximations
Frequently
Accomplishments
After
Fair, honest and positive
Terms
Systematically
99
Q

Variable reinforcement schedules, delayed reinforcement, “hiding” from learner

A

Indiscriminable contingencies

100
Q

The effect of a stimulus on a specific response may be innate, due to the evolutionary history of that species

A

Phylogenic provenance

101
Q

A job description facilitates … (3)

A
  • proper evaluation of pinpoints
  • clarification of management duties
  • clarification of roles
102
Q

A mediating stimulus is functional for the learner if it reliably _____ or _____ the learner in performing the target behavior. It is transportable if it easily goes with the learner to all important ______ ______.

A

prompts, aids, generalization settings

103
Q

List 4 measurement dimensions commonly used in OBM settings:

A

quantity
quality
cost
timeliness

104
Q

List 3 considerations in system development for token economies

A

Administrative issues, ethical issues, legal issues

105
Q

Contracting guidelines:

  • Involve the _____ in some or all aspects of developing the contract
  • Select behavior and _____
  • Describe behavior, must be _____ and _____
  • Identify _____
  • Identify _____, collect data, and reward
  • Write an _____ contract
  • Collect _____
  • Troubleshoot if no _____
  • _____ contract
  • Monitor, _____, and rewrite for improvement
A
  • individual
  • negotiate
  • observable and measurable
  • rewards
  • mediator
  • understandable
  • data
  • improvement
  • rewrite
  • troubleshoot
106
Q

A change in behavior when being observed

A

Reactivity

107
Q

A document that specifies a contingent relationship between the completion of a specified behavior or task and access to a specific reward

A

Contingency contract

108
Q

Self-monitoring is more likely to be effective if:

  • the bx is recorded _____ after it occurs
  • effective _____ cue the person to observe and record regularly
  • a _____ _____ of the bx or _____ of its occurrence is made for evaluation
A
  • immediately
  • prompts
  • permanent product, record
109
Q

A stimulus in the instructional setting which controls the target behavior and that will function in the generalization setting to reliably prompt or aid the learner’s performance of the target behavior

A

Contrived mediating stimulus

110
Q

Disadvantages of Token Economies

  • complex and _____
  • staff _____
  • requires constant _____
  • may be unnatural or _____
  • eventually requires _____
A
  • cumbersome
  • intensive
  • monitoring
  • intrusive
  • fading
111
Q

Before re-training, decide if the staff …

A

“can’t do” or “won’t do”

112
Q

Weighing the potential gains and risks of beginning or continuing services

A

Risk-benefit analysis

113
Q

List 6 steps in designing a token economy:

  1. Select _____
  2. Identify _____ _____
  3. Select _____ _____
  4. Establish the ratio of _____ and ______
  5. Develop _____
  6. Field test and _____
A 
tokens
target behaviors
backup reinforcers
earning and exchanging
procedures
train
114
Q

A contingency in which reinforcement for all members of a group is dependent on the behavior of a person within the group, a selection of group members within the larger group, or each member of the group meeting a performance criterion.

A

Group contingency

115
Q

Elements of teaching self-management:

  • _____ and _____ of the target bx to be managed
  • _____ and recording
  • specification of the _____ for changing the target bx
  • _____ of the self-management strategy
  • _____ of the self-management program
A
  • self-selection, definition
  • self-observation
  • procedures
  • implementation
  • evaluation
116
Q

Arranging for a thing or person to act as a medium to ensure the transfer of the target behavior from the instructional setting to the generalization setting

A

Mediating generalization (using a stimulus, reinforcement, instructions, etc)

117
Q

Training is an _____ manipulation that is important for direct care staff. It should be implemented for _____ staff, when new _____ ____ _____, or when there is a _____ ______ in existing staff members.

A

antecedent

new, plans are introduced, skill deficit

118
Q

Who needs to be trained on a token economy system?

A

staff and participants

119
Q

Self-Management Strategies:

  • identify _____ ______
  • self-_____
  • identify _____ and _____
  • arrange _____ to support self-management
  • identify _____ and _____ positive and negative consequences for engaging in the target bx
  • get an _____ _____
A
  • target behavior
  • monitor
  • Sds and EOs
  • contingencies
  • immediate, delayed
  • accountability partner
120
Q

List 3 considerations when using classroom training

  • set very clear _____ _____
  • consider _____
  • provide ______
A
  • learning objectives
  • pre-test
  • rationale
121
Q

Tokens should be delivered …

A

immediately after the behavior with descriptive praise

122
Q

List 4 types of generalization

A

Response generalization
Stimulus generalization
Maintenance
Generalization across participants

123
Q

The personal application of behavior change tactics that produces a desired change in behavior

A

self-management

124
Q

List 5 considerations for selecting target behaviors for a token economy

A
  • Select mostly behavior to accelerate
  • Observable
  • Measurable
  • Clearly defined
  • Criteria for earning tokens
125
Q

Token economy procedures:

  • when to _____ ______
  • when to _____ ______
  • plan for what happens when _____ are ___ ___
  • _____ ______ system
A
  • deliver tokens
  • exchange tokens
  • criteria not met
  • data collection
126
Q

An antecedent intervention which may be helpful when reactivity is noted and/or the supervisor has been correlated with the availability of reinforcement

A

Supervisor presence

127
Q

Phasing out a token economy:

  • always pair tokens with _____
  • gradually increase _____ ______
  • increase _____ of items
  • switch to _____ backup reinforcers
  • fade out _____ ______
  • reduce amount of _____ in effect
  • use _____ and _____ system
A
  • praise
  • earning criteria
  • cost
  • natural
  • physical tokens
  • time
  • self-monitoring, level
128
Q

Operational definitions should be _____, _____ and _____. Two or more people should be able to _____ on whether or not the _____ are occurring.

A

observable, measurable, reliable

agree, targets

129
Q

List 2 self-management strategies for problem behavior:

A
  1. Identify and display alternative responses that compete with and/or are incompatible with the target bx
  2. Identify private and public precursors
130
Q

List 3 ways to program for generalization:

  • Gradually approximate the _____ _____ _____ of the target environment by fading in _____ _____ within the training environment
  • Select _____ ______ for the training environments that can be _____ to gradually approximate the _____ in the target environment
  • Gradually change the _____ of the _____ _____ _____ from _____ to _____ reinforcers and punishing stimuli
A
  • antecedent stimulus conditions, natural distracters
  • antecedent stimuli, altered, stimuli
  • nature, consequent stimulus conditions, contrived to natural
131
Q

List 4 criteria for terminating services:

A
  • client no longer needs services
  • client is not benefiting
  • client is harmed by your services
  • environment is unsafe
132
Q

A contingency in which reinforcement for all members of a group is dependent on each member of the group meeting a performance criterion that is in effect for all members of the group

A

Interdependent group contingency

133
Q

Guidelines for implementing group contingencies:

  1. Choose powerful _____
  2. Determine the behavior to be _____ or _____
  3. Set appropriate _____ criteria
  4. Combine with other _____ when appropriate
  5. Select the most _____ group contingency
  6. Monitor individual and group _____
A
  • rewards
  • strengthened or weakened
  • performance
  • procedures
  • appropriate
  • performance
134
Q

Adulthood is expressed through _____

A

self-sufficiency

135
Q

The extent to which the learner performs a variety of functional responses in addition to the trained response

A

Response generality

136
Q

If a behavior has been maintained in two or more contexts, and a procedure that decreases the behavior is introduced in one of these contexts, the behavior may increase in the other context(s) despite no changes in the contingencies in the other context(s)

A

Behavioral contrast

137
Q

Guidelines for using punishment with staff:

  • don’t _____ punishment, just implement
  • punish the _____, not the _____
  • punish _____
  • punish _____ ______
  • make it clear what is expected and ______ the occurrence
  • continue to deliver reinforcement for _____ _____
  • punish in _____
  • be ______
  • don’t mix punishment and reinforcement
  • use an _____ punisher
A
  • threaten
  • behavior, person
  • immediately
  • every time
  • reinforce
  • appropriate behavior
  • private
  • consistent
  • intense
138
Q

List 7 reasons why reinforcement fails in performance management:

A 
Insincere
Too thin
Assumption of value
Too delayed
Too general
Non-contingent
Reaction from employee
139
Q

A procedure whereby a person systematically observes his behavior and records the occurrence or nonoccurrence of a target behavior

A

Self-monitoring

140
Q

Environment where instruction occurs, including any aspect of the environment, planned or unplanned, that may influence the learner’s acquisition and generalization of the target behavior

A

Instructional setting

141
Q

Staff training: Proficiency

  • continue training process until the trainee can perform the skill without _____ _____
  • consider more _____ mastery criteria
A
  • corrective feedback

- stringent

142
Q

Staff training: Role-playing

  • some skills can be _____ ____
  • one employee engages in a _____ _____ and another employee completes a skill as taught
  • provide _____ either during or immediately after the performance
  • always have _____ ______
A
  • acted out
  • scripted behavior
  • feedback
  • mastery criteria
143
Q

List 4 variables affecting employee performance

A

Antecedents
Equipment and processes
Knowledge and skills
Consequences

144
Q

Quality assessment:

Examine _____ _____
Observe the _____
Use _____

A

industry standards
behavior
surveys

145
Q

Anything a living organism does

A

Behavior

146
Q

The individual’s _____ repertoire must be sufficiently advanced in order for his behavior to come under the control of a _____

A

verbal, contract

147
Q

A contingency in which reinforcement for all members of a group is dependent on the behavior of one member of the group or the behavior of select members within the larger group

A

Dependent group contingency

148
Q

Advantages of group contingencies:

  • May save time as you do not need to develop multiple _____
  • May be easier to _____ than individualized programs
  • May work _____
  • Takes advantage of natural peer-to-peer _____
  • Group members may _____ hero or all other peers
  • Group members may discontinue _____ undesirable behavior of “hero” or all other peers
A
  • programs
  • implement
  • quickly
  • influence
  • encourage
  • reinforcing
149
Q

List 3 guidelines for terminating services:

  • never _____ clients
  • don’t leave _____ without preparing adequately
  • start planning ahead of time and _____ with other professionals
A

abandon, suddenly, collaborate

150
Q

Positive feedback:

  • should be immediate, _____, _____, and ____
  • should be delivered _____ and _____, based on data
  • spend time pairing _____ with reinforcement
  • be sensitive to _____ vs _____ praise
A
  • specific, contingent, sincere
  • fairly, equally
  • yourself
  • public, private
151
Q

Training is conducted with relatively little control over the stimuli presented and the correct responses allowed, so as to maximize sampling to relevant dimensions or transfer to other situations and other forms of the behavior

A

Training loosely

152
Q

Considerations for disciplinary action:

  • make sure _____ ______ stay in effect
  • align with _____ _____
  • obtain upper management _____
  • _____
A
  • reinforcement procedures
  • personnel policy
  • support
  • persevere
153
Q

A contingency in which reinforcement for each member of a group is dependent on that person’s meeting a performance criterion which is in effect for all members of the group

A

Independent group contingency

154
Q

Self-monitoring steps:

  1. Record ____ the behavior occurs
  2. Collect _____ as the behavior occurs
  3. Make sure monitoring is _____
A

when, data, accurate

155
Q

Staff training: Video modeling

  • some skills are difficult to role play, or you may have a large group of trainees
  • _____ video models performing behavior
  • trainees evaluate _____ and _____ elements of a performance using _____ ______
  • typical tools include _____ or other evaluation tools used on the job
  • provide feedback on the _____ of recording
  • vary the _____
A
  • evaluate
  • correct, incorrect, assessment tools
  • checklists
  • accuracy
  • scenarios
156
Q

Advantages of Token Economies:

  • powerful _____ ______ systems
  • immediate ______ of reinforcement
  • does not _____ task or activity
  • depth and _____
  • facilitates _____ usage
  • facilitates _____ _____
A
  • behavior change
  • delivery
  • interrupt
  • individualization
  • money
  • data collection
157
Q

List 3 types of group contingencies

A

Independent
Dependent
Interdependent

158
Q

Introducing natural contingencies:

  • Transfer control from _____ to _____, _____ contingencies
  • Choose behaviors to teach that will meet _____ _____ _____ after training
A
  • trainer, stable, natural

- maintaining reinforcement contingencies

159
Q

An antecedent that describes a terminal level of performance to be obtained

A

Goal

160
Q

Using classroom training:

  • provide instruction through lectures, _____, or internet broadcasts
  • avoid _____ _____ by using active student responding
A
  • videos

- passive attendance

161
Q

Advantages of self-management:

  • can lead to ____ _____
  • skills may contribute to a more _____ classroom, workplace or home
  • some people perform better under _____ goals and standards
  • one of the ultimate goals of _____
  • “feels good”
A
  • lasting change
  • efficient
  • self-selected
  • education
162
Q

Rating scale that anchors behavior to scores; the more behavior that an individual engages in, the higher the score.

A

BARS

163
Q

How often should performance monitoring be done?

A

At least once a week; attempt to obtain 80% agreement for most plans

164
Q

List 3 types of integrity data (related to performance monitoring)

A

Observation
Permanent product
Self-report

165
Q

Any contingency of reinforcement or punishment that operates independent of the behavior analyst’s or practitioner’s efforts

A

Naturally existing contingency

166
Q

Name the 2 aspects of performance monitoring

A
  1. Procedural integrity (IV integrity

2. Monitoring effectiveness of behavior plan (DV integrity)

167
Q

A list of activities that need to be completed in sequential order

A

Checklist

168
Q

List 6 considerations when selecting tokens:

A 
Client characteristics
Safety of the token
Difficulty to bootleg
Durability
Cost
Ease of delivery
169
Q

Level systems are best for:

  • _____ behavior change targets
  • behaviorally _____ population
  • similar target _____
  • target population’s behavior is controlled somewhat by _____ or _____ contingencies
A
  • multiple
  • similar
  • environments
  • delayed or mediated
170
Q

Consist of manipulations before the behavior occurs

A

Antecedent-based interventions

SAFMEDS BEHP 5011-15 (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions