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SAFMEDS BEHP 5011-15 > BEHP 5015 > Flashcards

BEHP 5015 Flashcards

1
Q

Amount of a reinforcer provided

A

Reinforcer magnitude

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2
Q

Procedures to teach alternative responses and other skills

A

Teaching strategies/protocols

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3
Q

The last name of discriminative stimuli is:

A

the consequence which leads to the development of that discriminative stimuli

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4
Q

Can we neglect context?

A

no, behavior changes in relation to context

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5
Q

Create a stimulus hierarchy and gradually introduce stimuli from least to most likely to evoke/elicit

A

Graduated exposure/desensitization

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6
Q

List 3 considerations when using antecedent interventions:

  • Only use as a _____ _____ _____
  • Combine with _____ _____
  • Include _______ or _____ if needed
A
  • treatment plan component
  • reinforcement procedures
  • extinction or punishment
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7
Q

Mechanism of antecedent intervention which breaks/weakens the contingent relation between problem behavior and a reinforcer

A

Contingency-breaking effects

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8
Q

Model for treating problem behavior based on the function of the behavior

A

function-based treatment model

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9
Q

Name 2 types of time-based schedules

A

Fixed time and Variable time

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10
Q

Name a problem with using the everyday definition of the term “function”

A

Practitioners may use teleological explanations

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11
Q

A medication’s direct (but not intended) effect on behavior is known as a _____ _______

A

side effect

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12
Q

Are the functions of behavior only attention, tangibles, escape, and automatic reinforcement?

A

no, typical statements about function are oversimplifications

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13
Q

List 3 negative punishment procedures:

A
  • time out
  • response cost
  • fines/penalties
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14
Q 
R1 = SR
R2 = EXT
A

Differentiation

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15
Q

A weakness of the topography-based DRI procedure

A

taught non-functional incompatible behaviors

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16
Q

List 2 consequent modifications to clarify FA results:

A

Type of attention delivered

Which behaviors receive consequences

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17
Q

Everyday usage of the term “function”

A

What an organism does and “why”

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18
Q

NCR schedule thinning procedure

A

Increase the passage of time required before delivering reinforcer

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19
Q

List 5 common ethical concerns about punishment:

  • data collection (____-_____ _______)
  • appropriate ________ for the _______
  • _______ of procedures
  • ________ environment
  • _______ and approval
A
  • data collection (long-term effects)
  • appropriate procedure for the function
  • legality of procedures
  • supportive environment
  • review and approval
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20
Q

Withholding escape from an aversive stimulus contingent on problem behavior is an ________ procedure for behavior maintained by _______ _______ _______

A

extinction, social negative reinforcement

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21
Q

A scientific usage of the term “function”

A

A mathematical relation between stimulus classes and response classes

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22
Q

Includes who, what, and where to train, length of training, and type of competency check

A

Training section of the BIP

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23
Q

Reinforcement delivered if a minimum amount of time has passed since the last response

A

DRL-T

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24
Q

List 3 considerations when selecting a functional communication topography:

A
  • audience
  • response effort
  • behavioral repertoire
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25
Q

List 3 treatments for behavior maintained by social negative reinforcement:

A
  • extinction
  • differential reinforcement
  • antecedent-based interventions
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26
Q

Terms defined by effects on behavior, other stimuli, and role in functional relations

A

functional terms

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27
Q

List 6 common DRI mistakes:

  • selecting the wrong _______ ______
  • failing to select a ______ _____
  • using the wrong ______ ______
  • failing to use ______ for problem behavior
  • reinforcing a _____ of _____ ______
  • failing to also reinforce ______ ______
A
  • selecting the wrong incompatible behavior
  • failing to select a competing reinforcer
  • using the wrong reinforcement schedule
  • failing to use extinction for problem behavior
  • reinforcing a chain of problem behavior
  • failing to also reinforce alternative behavior
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28
Q

Engaging client non-contingently in a systematic exercise program

A

Antecedent exercise

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29
Q

FCT - Stage 2

A

Train and differentially reinforce a communicative response

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30
Q

Extinction procedure for behavior maintained by escape

A

Continue the demand following the behavior until task is completed

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31
Q

For every behavior targeted for reduction, appropriate behavior is targeted for increase.

A

“Fair pair”

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32
Q

A procedure requiring the individual to restore the environment to its original state

A

Simple restitution

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33
Q

List 3 design modifications to clarify FA results:

A

Pairwise
Session duration
Extended alone

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34
Q

FA modification considerations for individuals with ASD:

A
  • social escape
  • sensory escape
  • access to rituals/repetitive behavior, stereotypy
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35
Q

Another name for a “one-size-fits-all” approach

A

cookbook approach

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36
Q

Interventions which restrict an individual’s rights in some way

A

Restrictive procedures

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37
Q

List 4 characteristics of behavior analysis (vs behavior mod)

A
  • individualized
  • function based
  • analysts
  • basic principles at the core
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38
Q

Solution to inadequately trained staff for FA

A

Train others to conduct FA

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39
Q

Extinction procedure for behavior maintained by sensory effects (automatic)

A

Mask the sensory consequences of the response

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40
Q

List 4 possible unwanted effects of extinction

A

Extinction burst
Extinction-induced aggression
Behavioral contrast
Spontaneous recovery

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41
Q

List 4 characteristics of problem behavior:

  • minimizes achieving _____ _____
  • minimizes access to _______
  • maximizes contact with ________
  • may result in ______ ______ to community
A
  • minimizes achieving meaningful outcomes
  • minimizes access to reinforcers
  • maximizes contact with punishers
  • may result in restricted access to community
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42
Q

___ ______ are demonstrated when problem behavior is high in a condition when certain MOs are in effect

A

MO effects

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43
Q

Name 5 parameters of problem behavior:

A
  • rate (too high)
  • IRT (too short)
  • duration (too long)
  • severity/intensity (too high)
  • wrong place, situation or time
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44
Q

Reinforcement delivered if target behavior is at or below the maximum responses in a given time period

A

DRL

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45
Q

Data sheets attached to the BIP help caregivers _____ _________ _______, definitions, program _______, etc

A

recall target behaviors, definitions, program components

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46
Q

Gradually reducing some preferred feature of restraints through fading

A

Transfer of appetitive features of restraints

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47
Q

Procedure in which an appropriate form of communication is taught to replace problem behavior

A

Functional Communication Training (FCT)

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48
Q

Establishing a routine or schedule to inform the individual of what’s next

A

Increasing predictability

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49
Q

A product of the response itself reinforces the response

A

automatic reinforcement

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50
Q

List 3 recommendations for using indirect assessments:

  • use as part of _____ ______
  • include _____ ______ questions
  • use multiple _______
A
  • direct observation
  • open-ended
  • informants
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51
Q

Punishment should be delivered at a ______ intensity

A

high

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52
Q

S1 - R1 = SR

S2 - R1 = EXT

A

Discrimination

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53
Q

Methodology for arranging environmental variables to compare levels of behavior in test and control conditions

A

Functional analysis

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54
Q

Two or more simultaneous, but independent, schedules for different responses

A

Concurrent schedules

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55
Q

Procedures to decrease problem behavior over time

A

Consequence-based interventions

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56
Q

List 9 common DRO mistakes:

  • using DRO for a ____ ____ behavior
  • setting the DRO interval _____ _____ ____
  • failing to _____ _____ if problem behavior occurs
  • inconsistent and extra ______ for problem behavior
  • accidentally _______ other problem behavior
  • reinforcing “_____ _____” behavior
  • failing to select a ______ ______
  • using the same reinforcer to ______
  • failing to use ______ for problem behavior
A
  • using DRO for a low rate behavior
  • setting the DRO interval above average IRT
  • failing to reset timer if problem behavior occurs
  • inconsistent and extra criteria for problem behavior
  • accidentally reinforcing other problem behavior
  • reinforcing “dead person’s” behavior
  • failing to select a competing reinforcer
  • using the same reinforcer to satiation
  • failing to use extinction for problem behavior
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57
Q

Providing escape contingent on the absence of problem behavior for a period of time

A

DNRO

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58
Q

List 4 sub-types of non-exclusionary time-out:

A
  • planned ignoring
  • time-out ribbon
  • contingent observation
  • withdrawal of a specific reinforcer
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59
Q

Antecedent interventions used to manipulate part of the contingency maintaining target behavior

A

Function-based interventions

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60
Q

A brief electrical stimulus delivered following problem behavior

A

Contingent electrical stimulation

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61
Q

Model for treating problem behavior based on the form of the behavior

A

topography-based treatment model

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62
Q

Name 2 types of structural terms

A

Setting events

Ecological variables

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63
Q

List 3 strategies to mitigate unwanted effects of extinction

A

Inform caregivers of the possibility of unwanted effects
Provide caregivers with procedures for unwanted effects
Withhold reinforcer if spontaneous recovery occurs

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64
Q

Basic information to list in the BIP

A

Client name, date of birth, date of plan, name/credential of plan author, current status of plan

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65
Q

Name 2 questions to ask about high-risk behavior before conducting an FA:

A

Do benefits outweigh the risks?

Are there protective measures to manage risk?

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66
Q

When a previously reinforced behavior no longer produces reinforcement

A

Operant extinction

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67
Q

List 5 tenets that distinguish behavior analysis from psychology:

  • behavior as the basic ______ for the field rather than the psyche, self, etc
  • continuity between ______ ______ and _____ ______
  • prediction and control of the behavior of ______ rather than _____
  • ______ ______ of behavior
  • the study of behavior as a _____ _____
A
  • datum
  • public behavior / private events
  • individuals / groups
  • environmental explanations
  • natural science
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68
Q

Placing demands in a context with Sds for reinforcement

A

Embedding demands

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69
Q

Reinforcement delivered for a response that competes with the target behavior

A

DRA

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70
Q

Behavior taught to displace problem behavior and help an individual meet a functional need

A

Replacement behavior

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71
Q

Increased responding in settings uncorrelated with extinction

A

Behavioral contrast

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72
Q

Loss of a specific amount of a positive reinforcer following problem behavior

A

response cost

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73
Q

List 2 solutions to common antecedent intervention mistakes:

A
  • use functional rather than structural terms

- tie procedures to specific principles of behavior

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74
Q

Manipulation of a stimulus produces a reliable and predictable change in a response

A

Functional relation

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75
Q

Delivering demands when the individual is not engaged in a preferred activity

A

Altering timing of demands

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76
Q

Antecedent interventions used irrespective of the maintaining contingency

A

Generic (default) interventions

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77
Q

Approach used by behavior modifiers

A

topography-based behavior reduction

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78
Q

Section of BIP that describes the broad goal of services and why the individual needs them

A

Rationale

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79
Q

Name 2 FA best practices prior to analysis:

A
  • rule out biological/medical events

- limit pre-session access to reinforcers

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80
Q

Providing frequent breaks on a time-contingent schedule

A

Time-contingent escape

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81
Q

Person-specific relations between environment and behavior

A

Person variables

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82
Q

Assessment of behavior that is removed in time and place from actual occurrence of behavior

A

Indirect assessment

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83
Q

List 4 categories of idiosyncratic variables:

A

Antecedents
Consequences
MO effects
Person variables

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84
Q

The data collection section in the step-by-step BIP …

A

gives precise instructions on data collection procedures

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85
Q

Name an antecedent intervention for problem behavior maintained by access to tangibles or activities

A

Time-contingent access to tangibles/activities

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86
Q

Amount of effort to complete a response

A

Response effort

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87
Q

Violent acts directed at the previous source of reinforcement

A

Extinction-induced aggression

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88
Q

What part of the BIP numerically qualifies behavior for tracking and evaluation over time?

A

Response measures

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89
Q

Noncontingent delivery of items found to compete with response products

A

Competing stimuli

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90
Q

List 4 ways to alter demands:

A
  • Alter timing
  • Embed demands
  • Provide assistance
  • Increase predictability
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91
Q

A punishment procedure requiring the individual to exert effort following problem behavior

A

Overcorrection

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92
Q

Random re-occurrence of previously reinforced behavior

A

Spontaneous recovery

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93
Q

List 5 necessary features of a BIP:

  • indicate client and caregiver ______ ______
  • based on _______ _______
  • _______ _______
  • fits with _____, ______ and _____
  • includes _________ and _____ ______ procedures
A
  • indicate client and caregiver behavior changes
  • based on functional assessment
  • conceptually systematic
  • fits with values, resources and skills
  • includes reinforcement and least intrusive procedures
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94
Q

List 3 characteristics of topography-based treatment procedures:

A
  • delivered aversive and restrictive punishers
  • used artificial and arbitrary reinforcers
  • used thinned reinforcement schedules
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95
Q

Name 2 categories of antecedent interventions

A

Generic (default) and function-based

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96
Q

List 4 common mistakes when using antecedent interventions:

  • Use of _____ ______
  • Use of ___________ __________ terms
  • Failure to identify _____ _____
  • Failure to use ______ _____
A
  • structural terms
  • non-conceptually systematic
  • underlying mechanisms
  • generalizable effects
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97
Q

List 4 characteristics of functional relations

A
  • probabilistic
  • nonlinear
  • complex
  • allows for predictions
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98
Q

Indicates consent and authorization for implementing the plan

A

Signatures and consents

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99
Q

Withholding a specific reinforcer following problem behavior. Extinction process or procedure?

A

Procedure

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100
Q

The data collection section in the formal BIP…

A

outlines data processes by identifying how and to whom the data will be reported

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101
Q

List 3 DRA schedule thinning procedures:

  • increase time between ______ and ______
  • increase _______ of _______ required for reinforcer access
  • dense to lean ______ _______ schedule
A
  • increase time between response and reinforcer
  • increase number of responses required for vreinforcer access
  • dense to lean fixed interval schedule
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102
Q

List 4 characteristics of behavior modification/management (vs behavior analysis)

A
  • cookbook approach
  • topography based
  • technologists
  • procedures at the core
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103
Q

Precursors ______ the onset of the target behavior for reduction

A

predict

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104
Q

PREE

A

Partial reinforcement extinction effect

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105
Q

Manipulation of environmental events prior to the occurrence of problem behavior

A

Antecedent interventions

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106
Q

List 3 factors to consider when using extinction

A

Length of reinforcement history
Baseline schedule of reinforcement
Baseline parameters of reinforcement

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107
Q

Reinforcement delivered at the end of each interval if the target behavior meets criterion

A

Interval DRL

108
Q

Important medical issues that may/may not be related to issues in the BIP should be included in the …

A

diagnostic and medical section

109
Q

Name 3 FA variations for high-risk behavior

A

Protective procedures (equipment, blocking)
Precursor FA
Latency FA

110
Q

Name 5 FA best practices during analysis:

  • use ______ sequences
  • use ______ ____ for each condition
  • wait for problem behavior to end before next condition
  • no or low-preference toys in ______ and _____ conditions
  • use ______ items
A
  • fixed
  • different Sds
  • attention and alone
  • intrinsic
111
Q

List 4 types of functional assessments:

A
  • Indirect assessment
  • Descriptive assessment
  • Structured descriptive assessment
  • Functional analysis
112
Q

No clear difference between test and control conditions

A

Undifferentiated FA

113
Q

List 4 common DRA mistakes:

  • selecting the wrong _______ ______
  • failing to select a _____ ______
  • using the wrong _______ ______
  • reinforcing a ______ of ______ ______
A
  • selecting the wrong alternative behavior
  • failing to select a competing reinforcer
  • using the wrong reinforcement schedule
  • reinforcing a chain of problem behavior
114
Q

List 4 limitations of functional analysis:

  • may not include ______ ____ ______
  • may not identify _________ ________ occasioning problem behavior
  • potential for ______ effects
  • complex, time and _____ intensive
A
  • relevant test conditions
  • situational features
  • iatrogenic
  • labor
115
Q

Distribution of behavior on concurrent schedules of reinforcement to predict response allocation

A

Matching law

116
Q

A punishment procedure requiring the individual to perform a response topographically different than the problem behavior

A

Contingent exercise

117
Q

Consequence idiosyncratic variables are unrelated to …

A

typically tested behavioral functions

118
Q

Name 2 relaxation exercises

A

Progressive relaxation and behavioral relaxation

119
Q

FA variation which only allows a behavior to occur once per session

A

Latency FA

120
Q

List three general types of DRO schedules

A

Interval DRO
Momentary DRO
Progressive DRO

121
Q

A weakness of the topography-based DRA procedure

A

alternative behavior benefited caregivers and not client

122
Q

Reinforcement delivered if the target behavior progressively meets a changing criterion

A

DRD (diminishing rates)

123
Q

The belief that all events are orderly, lawful, and predictable

A

Determinism

124
Q

List 3 considerations to evaluate before writing a BIP:

  • staff / ________ issues
  • _______ / _______ support
  • availability of _____
A
  • staff/caregiver issues
  • funding/administrative support
  • availability of BCBA
125
Q

A method for identifying items that compete with the response product of behavior maintained by automatic reinforcement

A

Competing stimuli assessment

126
Q

List 3 limitations of the topography-based treatment model:

A
  • contingent relations not broken
  • behavior did not maintain or generalize
  • problem behavior hidden under tight stimulus control
127
Q

Functional relations are comparable to nonlinear equations in calculus; therefore they are characterized as _______

128
Q

Reinforcement delivered at the end of a time interval if no target behavior is occurring at that moment

A

Momentary DRO

129
Q

Contingencies lead to the development of _____ _____

A

functional relations

130
Q

List 5 limitations of indirect assessment:

  • method of obtaining _____ is not clear
  • limited on ______ ______
  • relies on ______
  • poor _____-______ agreement
  • poor ______ _______
A
  • hypothesis
  • idiosyncratic variables
  • recollection
  • inter-rater
  • convergent validity
131
Q

Statements about lifestyle changes to enhance an individual’s quality of life

132
Q

List 4 types of discriminative control strategies:

  • Develop an Sd for ______ ______
  • Change Sds for ______ _______ into Sds for ______ _____ and S-deltas for ______ ______
  • Change EOs for _______ ______ into Sds for ______ ______
  • Accomplish a _____ of _______ ______
A
  • prosocial behavior
  • problem behavior, prosocial behavior, problem behavior
  • problem behavior, prosocial behavior
  • transfer of discriminative control
133
Q

A functional response definition includes both the ________ and the ______ in the operational definition

A

antecedents, behavior

134
Q

Information included in the consumer profile section of the BIP:

A 
Family profile
Living situation
Educational/job status
Preferred/non-preferred activities/foods
Special skills
Functional deficits
Social relationships
Other professional services received
135
Q

A decrease in a response resulting from discontinuing the response-reinforcer contingency. Extinction process or procedure?

136
Q

Name 4 possible causes of an undifferentiated FA:

A
  • multiple control
  • automatic reinforcement
  • difficulty with discrimination
  • relevant variables not tested
137
Q

List 5 common forms of descriptive assessment:

A
  • narrative recording
  • open-ended ABC
  • coded ABC
  • scatterplot
  • structured descriptive assessment
138
Q

Probes are used to determine if procedures are ______ and _______ in the natural environment.

A

effective and realistic

139
Q

The purpose of functional assessment is to …

A

identify functional relations and guide treatment development

140
Q

Name 2 types of time out:

A
  • exclusionary

- non-exclusionary

141
Q

A statement of social disapproval delivered following problem behavior

142
Q

What functional assessment information should be included in the BIP?

A
  • what descriptive assessment was used
  • who was interviewed
  • # of observations
  • time period of assessment
  • pattern and sequence analysis
143
Q

What type of target behavior is appropriate for a DRL?

A

minor problem behavior

144
Q

List 3 advantages of time-based schedules

A

Easy to use
Breaks contingency and abates problem behavior
More robust effects than DRO or extinction

145
Q

Are we effective if we only change behavior?

A

no, we need to change real-world contingencies to achieve meaningful outcomes

146
Q

Scientific conclusions should be based primarily on sensory evidence and in an objective manner

A

Empiricism

147
Q

Length of access to a reinforcer

A

Reinforcer duration

148
Q

In a precursor FA, contingencies are placed on precursor behaviors rather than ________ _______

A

high-risk behavior

149
Q

List 4 limitations of descriptive assessment:

  • ________ nature of data
  • ________
  • sample of ________ may be inadequate
  • poor _______ _______
A
  • correlational
  • reactivity
  • behavior
  • convergent validity
150
Q

Type of training in which individual demonstrates mastery in various skills during training

A

Competency-based training

151
Q

List 2 antecedent interventions for problem behavior maintained by attention:

A
  • time-contingent attention

- discriminative stimlulus control strategies

152
Q

List 5 characteristics of BIP training:

A
  • occurs before implementation
  • ongoing
  • competency-based
  • provide opportunity for feedback
  • supervisor-involvement in live setting
153
Q

List 4 key elements of program meetings:

A
  • regularly occurring
  • scheduled in advance
  • a safe place to discuss ideas and failures
  • document decisions in writing
154
Q

Name 2 benefits of functional analysis

A
  • determines true functional relations

- may reveal treatment effects

155
Q

Reinforcing one response while withholding reinforcers for another response

A

Differential reinforcement

156
Q

List 4 variables influencing response allocation

A

Response effort
Reinforcer quality
Reinforcer delay
Reinforcer magnitude/duration

157
Q

List 3 treatments for behavior maintained by automatic reinforcement:

A
  • extinction
  • differential reinforcement
  • competing stimuli
158
Q

Approach that focuses only on problem behavior

A

behavior management

159
Q

Name 3 barriers to FA methodology:

A
  • limited time
  • limited control over environment
  • staff with inadequate training
160
Q

Is our subject matter behavior alone?

A

no, it includes operants, respondents, contingencies, and functional relations

161
Q

Time it takes to deliver a reinforcer

A

Reinforcer delay

162
Q

Name 2 main types of response measures

A

Dimensional quantities

Dimensionless quantities

163
Q

List 5 common forms of indirect assessment:

A
  • Motivation Assessment Scale
  • Questions about Behavioral Function
  • Functional Analysis Interview Form
  • Problem Behavior Questionnaire
  • FAST
164
Q

A behavior that reliably precedes another behavior

165
Q

Mechanism of antecedent intervention which alters discriminative control over behavior

A

Discriminative effects

166
Q

Behavior plan for the clinical record, described in conceptual terms, linked to outcome statements.

A

Formal BIP

167
Q

Procedure in which more specific words are taught and results in a larger speaker repertoire

A

Mand training

168
Q

Non-discrete stimuli that overlap discrete antecedent-behavior relationships

A

Ecological variables

169
Q

Extinction procedure for behavior maintained by attention

A

Withhold all attention following the behavior

170
Q

Observing individuals in the natural environment by noting events before and after the behavior

A

Descriptive assessment

171
Q

List a disadvantage of time-based schedules

A

Does not necessarily increase prosocial replacement behavior

172
Q

Terms defined by their features; not tied to principles of behavior

A

structural terms

173
Q

Extinction procedure for behavior maintained by access to tangibles

A

Deny access to item following the behavior

174
Q

Reinforcement delivered at the end of the session if the target behavior meets criterion

A

Full session DRL

175
Q

List 3 treatments for behavior maintained by social positive reinforcement:

A
  • extinction
  • differential reinforcement
  • NCR
176
Q

List 3 instructional modifications for escape maintained behavior:

A
  • modify features of the task
  • redesign the curriculum
  • use direct instruction, precision teaching, etc
177
Q

The replacement behavior in a DRI _____ need to be functionally equivalent to the target behavior

178
Q

Should antecedents have only a first name?

A

no, antecedents exist only in relation to consequences (last name)

179
Q

Non-contingent addition of highly-restrictive protective equipment

A

Non-contingent restraints

180
Q

Solution to limited control over environment during FA

A

Trial-based FA

181
Q

List 5 activities to complete prior to writing the BIP:

A
  • referral/screening
  • indirect assessment
  • descriptive assessment
  • preference assessment
  • functional analysis
182
Q

List the 3 main elements of a formal BIP:

A
  • antecedent based interventions
  • consequence based interventions
  • teaching strategies/protocols
183
Q

Additional approval required from those with direct legal responsibility for consumer safety

A

Prior administrative approval

184
Q

Withholding attention or a tangible contingent on problem behavior is a ______ procedure for behavior maintained by _____ _____ _______.

A

extinction, social positive reinforcement

185
Q

What year was ABA formalized?

186
Q

Name 2 types of overcorrection:

A
  • restitutional overcorrection

- positive practice

187
Q

List the 3 primary branches of behavior analysis:

A
  • behaviorism
  • experimental analysis
  • applied behavior analysis
188
Q

Name the two types of behavior intervention plans:

A

Formal

Step-by-step

189
Q

Solution to limited time for FA

A

Single function or brief FA

190
Q

Mechanism of antecedent intervention which alters consequence effectiveness to evoke or abate behavior

A

MO effects

191
Q

List 7 antecedent interventions for problem behavior maintained by social negative reinforcement (escape):

  • S_______ ______ ___
  • G______ ________ / __________
  • A_______ _______
  • P_______ _________
  • T____ ________ _______
  • R______ ______ / ______
  • M____ _______ of _______
A
  • Stimulus fading in
  • Graduated exposure / desensitization
  • Altering demands
  • Providing choice
  • Time contingent escape
  • Relocate client / others
  • Move location of activities
192
Q

Medications used for behavioral purposes are known as ___________ medications

A

psychotropic

193
Q

List 8 generic antecedent interventions:

  • D________ C_______ strategies
  • E_______ E________
  • A______ E________
  • R________ E______
  • C_____ A_______ P______
  • Don’t mention ____ _______
  • M_____ T_______
  • Non-______ R_______
A
  • discriminative control strategies
  • environmental enrichment
  • antecedent exercise
  • relaxation exercise
  • cushion antecedent predictors
  • don’t mention bad behavior
  • medical treatment
  • non-contingent restraints
194
Q

List 3 strategies for promoting generalization in FCT

A
  • Incorporate multiple trainers and settings
  • Include like stimuli
  • Sequential modification
195
Q

Reinforcement delivered at the end of a time interval for absence of target behavior

196
Q

Punishment should be delivered ____ _____ the behavior occurs

A

every time

197
Q

The more intermittent the schedule of reinforcement, the more resistant the behavior is to extinction. This is known as the ________

A

Partial reinforcement extinction effect (PREE)

198
Q

Reinforcement delivered if the target behavior occurs between a minimum and maximum rate/IRT

A

DRP (paced responding)

199
Q

A temporally remote, or extended, compound event

A

Setting event

200
Q

Salient stimulus introduced to signal increased availability of attention, then faded to natural cues

A

Discriminative stimulus control strategies

201
Q

A medication’s indirect effect on behavior is known as a _______ _______

A

secondary effect

202
Q

Underlying mechanism of extinction

A

Contingency between the response and reinforcer is broken

203
Q

Physically intervening to prevent the completion of a response

A

Response blocking

204
Q

List 3 sub-types of exclusionary time-out:

A
  • partition or barrier
  • hallway
  • other room
205
Q

List 3 antecedent interventions for problem behavior maintained by automatic reinforcement:

A
  • time-contingent delivery of competing stimuli
  • time-contingent delivery of drugs/drug substitutes
  • transfer of appetitive features of restraints
206
Q

Present a neutral stimulus along with the punisher following the problem behavior to develop a ______ _______

A

conditioned punisher

207
Q

List 3 antecedent modifications to clarify FA results:

A

Location
Divided attention
Difficulty of demands
Conditioned correlated stimuli

208
Q

Functional relations are not cause-and-effect or deterministic; therefore they are ________

A

Probabilistic

209
Q

Noncontingent access to attention, tangibles, activities, etc. in the target setting

A

Enriched environment

210
Q

Response-independent or time-contingent delivery of reinforcers

211
Q

Functional relations change with respect to context; therefore they are _______

212
Q

Brief increase in response variability following extinction

A

Extinction burst

213
Q

Procedures to prevent occurrence of problem behavior

A

Antecedent-based interventions

214
Q

List 4 underlying mechanisms of antecedent interventions

A

MO effects
Discriminative effects
Contingency-breaking effects
Restrict ability to engage in behavior

215
Q

Punishment is referred to as a “default” technology because it is ______ _____ by untrained people due to its _____ ______ of decreasing behavior.

A
  • relied upon

- quick effects

216
Q

Assess treatment integrity of procedures written in the BIP

A

Reliability checks

217
Q

Ensures consistency when implementing the BIP

A

Training plan in the BIP

218
Q

Name the two effects of differential reinforcement

A

Differentiation

Discrimination

219
Q

A response definition only includes the behavior in the ________ _________

A

operational definition

220
Q

Masking reinforcing sensory stimulation contingent on problem behavior is an _______ procedure for behavior maintained by _______ _______

A

automatic reinforcement

221
Q

The preference assessment section of the BIP identifies _______ _________ to assist with interventions

A

potential reinforcers

222
Q

Discriminative stimuli derive effects on behavior from a ____ ______ of ________ ________ of a consequence

A

past history of differential availability of a consequence

223
Q

List 5 variables affecting punishment effectiveness:

A
  • intensity
  • behavior chains
  • schedule of delivery
  • conflicting rules
  • delay in delivery
224
Q

Reinforcement delivered for a response physically incompatible with the target behavior

225
Q

Name 2 antecedent idiosyncratic variables:

A

Diverted attention

Attention, but only from specific individuals

226
Q

Characteristics of a BIP monitoring plan:

A

Who will monitor, for how long, what tool to use, and how feedback is delivered

227
Q

The last name of motivating operations is:

A

the consequence whose value is being altered

228
Q

The use of punishment may be warranted when…

A

topographies of behavior are likely to cause harm to self or others

229
Q

List 6 groups providing BIP oversight:

  • P____ R_______ C________
  • H_____ R______ T_______ C________
  • A_______ groups
  • S_____ identified __________ ______
  • L_____ C________ (in rare cases)
  • ______ and ______ (research oversight)
A
  • Peer Review Committee
  • Human Rights Treatment Committee
  • Advocacy groups
  • State identified oversight boards
  • Legal counsel
  • IRBs and HRCs
230
Q

Name 3 types of DRL schedules

A

Full-session DRL
Interval DRL
DRL-T (spaced responding)

231
Q

List 6 positive punishment procedures:

A
  • reprimands
  • response blocking
  • contingent exercise
  • overcorrection
  • presentation of other aversive stimuli
  • contingent electrical stimulation
232
Q

An antecedent effect on behavior is _____

233
Q

Behavior analysis was initially a subfield of _______

A

psychology

234
Q

The data collection section of the BIP should include (4):

A
  • who will collect data
  • what type of data will be collected
  • when collection periods will occur
  • how long data collection periods will last
235
Q

Overall value of a reinforcer

A

Reinforcer quality

236
Q

Preferred stimulus delivered at a point in time without a response requirement

A

Time-based schedules

237
Q

Punishers should be delivered at the _______ of a chain

238
Q

Progressively greater amount of reinforcement delivered for each interval criterion met

A

Progressive DRO

239
Q

List 5 considerations for punishment procedures:

  • include procedures to ______ problem behavior
  • program for ________
  • use minimal __________
  • base punishment on _______ and ________
  • _____ _______ when feasible
A
  • include procedures to replace problem behavior
  • program for reinforcement
  • use minimal intrusiveness
  • base punishment on literature and competencies
  • vary punishers when feasible
240
Q

DRO schedule thinning procedure

A

Increase duration of time in which behavior must not occur

241
Q

Gradually changing the antecedent stimulus while the response remains the same

A

Stimulus fading in

242
Q

DRO interval criterion

A

50-80% below the average baseline IRT

243
Q

List 3 strategies to minimize unwanted effects of extinction

A

Combine with other procedures
Switch to CRF schedule for problem behavior before extinction
Identify response class hierarchies

244
Q

What caused the drift to behavior modification and management?

A

an institutional need for “behavior modifiers”

245
Q

A punishment procedure requiring the individual to repeatedly practice the behavior in the correct way

A

Positive practice

246
Q

Name 3 FA best practices for data interpretation:

  • graph _______ separately
  • graph responding during _______ ____ only
  • structured ______
A
  • topographies
  • relevant MOs
  • structured criteria
247
Q

Type of work conducted in early behavior analysis

A

Topography-based behavior modification/management

248
Q

FCT - Stage 1

A

Conduct a functional assessment or analysis

249
Q

Who conducted the early applications of behavior analysis?

A

Behavioral experimental psychology graduates (NOT clinical psychologists)

250
Q

Select response measures based on ________ assessment, _______ behavior characteristics, and available ______

A

environmental assessment, target behavior characteristics, and available resources

251
Q

Punishment should be delivered ________ following the problem behavior

A

immediately

252
Q

Behavior plan for caregivers/staff, written in natural language, and functioning as a task analysis

A

Step-by-step BIP

253
Q

A preference for explanations of behavior that are simple and based on previously established basic principles

254
Q

Motivating operations derive effects on behavior from their _____ _______ effect on ________

A

value-altering effect on consequences

255
Q

List 3 types of restraints:

A

Supportive / protective devices
Contingently applied restraints
Emergency procedures

256
Q

Providing escape contingent on an appropriate alternative response

257
Q

List 3 antecedent-based interventions for behavior maintained by social negative reinforcement:

A
  • non-contingent escape
  • demand fading
  • curricular (instructional) revision
258
Q

Name 2 general FA modifications for young children

A

Use caregivers as therapists

Conditions based on those observed in home

259
Q

FCT - Stage 3

A

Transfer control to real-life settings and persons

260
Q

A punishment procedure requiring the individual to restore the environment beyond its original state

A

Restitutional overcorrection

261
Q

Identify the event evoking problem behavior and modify it to abate behavior

A

Cushion antecedent predictors

262
Q

One event depends on another

A

Contingency

263
Q

List 2 common DRL mistakes:

  • using DRL for _____ _____ ______
  • using full-session/interval DRL with ____ _____
A
  • using DRL for severe problem behavior

- using full-session/interval DRL with naive learners

264
Q

The BIP should include a list of problem behavior _______ ________ and their _______ ________

A

reduction targets and operational definitions

265
Q

A punishment procedure restricting an individual from earning positive reinforcement for a specified period contingent on problem behavior

A

time out from positive reinforcement

266
Q

Populations served in early behavior analysis

A

Prisoners, severe autism, mental retardation, schizophrenia

SAFMEDS BEHP 5011-15 (9 decks)

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