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SAFMEDS 2020 > BEHP 5022 Measurement in Behavior Analysis > Flashcards

BEHP 5022 Measurement in Behavior Analysis Flashcards

1
Q

Which dimension of ABA?

Targeted behavior is socially significant and important to the individual

A

Applied

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2
Q

Which dimension of ABA?

Relates procedures to behavioral principles

A

Conceptually systematic

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3
Q

Which dimension of ABA?

Identifies functional relationships between behavior and the environment

A

Analytic

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4
Q

Which dimension of ABA?

Focuses on observable and measurable behavior

A

Behavioral

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5
Q

Which dimension of ABA?

Procedures are clear and replicable

A

Technological

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6
Q

Which dimension of ABA?

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

A

Effective

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7
Q

Which dimension of ABA?

Results are durable and transfer to related behaviors

A

Generality

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8
Q

Occurs when a person follows a rule due to socially mediated consequences

A

Pliance

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9
Q

Occurs when a person follows a rule due to an apparent correspondence with the rule and how the world works

A

Tracking

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10
Q

Altering the reinforcing or punishing function of consequences that follow the behavior.

A

Augmenting

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11
Q

________ may occur when a model or theory is accepted in the absence of empirical support because of the perceived authority of the author

A

Pliance

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12
Q

________ involves examining the evidence for any given theory or model in order to determine how likely the approach will successfully solve new challenges

A

Tracking

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13
Q

List 4 criteria that predict the success of a model:

  • e________
  • contains few, if any, ________ ________
  • agrees with all _________ ________
  • makes detailed _________ that can be falsified empirically
A
  • elegance
  • contains few, if any, adjustable elements
  • agrees with all existing observations
  • makes detailed predictions that can be falsified empirically
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14
Q

________ is judging the validity of a claim based on objective empirical evidence

A

Skepticism

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15
Q

When human observers collect data, steps must be taken to ensure that changes in bx over time are actually changes in the bx of ________, and not in the behavior of the _________

A

interest, observer

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16
Q

_________ ___________ is the mechanism that provides the ability to predict and control our subject matter

A

Experimental evaluation

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17
Q

List the 3 fundamental components of the Data Based Problem Solving model suggested by Edwards (1987):

A

Problem identification, problem solution, problem evaluation

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18
Q

List 3 standards of evidence suggested by Normand (2008):

  • I_________ ___________
  • E________ __________
  • R________ and _______-__________
A
  • interobserver agreement
  • experimental design
  • replication and self-correction
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19
Q

List criteria for selecting behavioral cusps (Bosch 2001):

  • access to new _________, __________ and ________
  • s________ _________
  • g__________
  • competition with _________ _________
  • number and relative importance of _________ affected
A
  • access to new reinforcers, contingencies, and environments
  • social validity
  • generativeness
  • competition with inappropriate responses
  • number and relative importance of people affected
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20
Q

The tendency of people to accept very general characterizations of themselves as accurate

A

Barnum Effect

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21
Q

Tentative statement of a relationship between two variables

A

hypothesis (aka

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22
Q

A preferred term for “hypothesis” in ABA

A

research question

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23
Q

Environmental events that may influence the learner’s bx in ways that obscure the effects of the IV

A

extraneous variables

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24
Q

Anything that causes changes in the DV that is not the IV

A

confounding variable

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25
Q

List examples of confounding variables:

  • e_________ _______
  • p________ ________
  • o_______ _________
A
  • experimenter bias
  • placebo effects
  • order effects
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26
Q

In applied settings, the “research questions” are the _______ ________

A

client’s goals

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27
Q

List steps to undertake in the problem identification process:

  • a____________
  • d____________
  • r__________ of _____________
  • r__________ of _____________
  • s_________ long and short-term goals
A
  • assessment
  • definition of target bxs
  • review of theory
  • review of literature
  • short and long-term goals
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28
Q

List steps in the problem solution process:

  • i____________ design
  • e___________ design
  • i___________
  • d_______ ___________
  • i__________
A
  • intervention design
  • experimental design
  • implementation
  • data collection
  • integrity
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29
Q

List steps in the problem evaluation process:

  • monitor ___________
  • evaluate __________
  • make ___________ conclusions
A
  • monitor implementation
  • evaluate progress
  • make data-based conclusions (mastery, maintenance, modification)
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30
Q

List possible barriers to applied research:

  • _____ review
  • ______ data
  • ________ data
  • __________ design
  • personal _________
A
  • IRB review
  • IOA data
  • integrity data
  • experimental design (demonstrate control)
  • personal competence
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31
Q

The most important outcome of applied research is ________ __________

A

client benefit

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32
Q

In critical thinking, an argument consists of an _________ along with __________ evidence and a _________ explanation for the assertion

A

assertion, empirical, theoretical

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33
Q

Name 3 parts of an argument:

  • a________
  • e________ _________
  • t_________ _________
A
  • assertion
  • empirical evidence
  • theoretical explanation
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34
Q

Parts of an argument: A general description of the characteristics of one or more things or the relation between two or more things

A

Assertion

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35
Q

Parts of an argument: The believed functional mechanism that logically explains the phenomenon and supports the assertion

A

Theoretical explanation

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36
Q

Parts of an argument: Specific observations that support or refute the assertion

A

Empirical evidence

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37
Q

List 4 types of assertions:

A
  • A and B are related
  • A causes B
  • P is a property of A
  • A differs from B on property P
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38
Q

What type of assertion?

Describes a correlational relationship between two things

A

A and B are related

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39
Q

What type of assertion?

Describes a functional relationship between two or more things in which one thing causes another thing

A

A causes B

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40
Q

What type of assertion?

Describes one or more characteristics or properties of a phenomenon

A

P is a property of A

A is a thing, P is a characteristic

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41
Q

Observable data

A

Empirical evidence

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42
Q

List 4 types of empirical evidence:

  • q_________ ___________ evidence
  • q_________ ___________ evidence
  • q_________ ___________ evidence
  • q_________ ___________ evidence
A
  • quantitative descriptive evidence
  • qualitative descriptive evidence
  • quantitative experimental evidence
  • qualitative experimental evidence
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43
Q

Empirical evidence that is based on observations in the natural environment that is expressed in numbers

A

quantitative descriptive evidence

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44
Q

Empirical evidence that is based on observations in the natural environment that is not expressed in numbers

A

qualitative descriptive evidence

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45
Q

Consists of the results of an experiment that are expressed as numbers

A

quantitative experimental evidence

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46
Q

Consists of the results of an experiment that are not expressed as numbers

A

qualitative experimental evidence

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47
Q

According to Johnson and Pennypacker, sources of control over “question-asking” behavior of practitioners include:

  • g________ _________
  • e________ _________
  • o________ _________
  • e________ _________
  • e________ _________
  • e______ _________ ___________
A
  • graduate training
  • experimental literature
  • observing behavior
  • existing resources
  • experimental contingencies
  • extra-experimental contingenies
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48
Q

Experiments that are linked to other studies in specific ways are termed ________ research, while __________ research is developed separately from a coordinated research program

A

thematic, independent

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49
Q

___________ research focuses on showing that a certain result is possible, while __________ research focuses on how or why certain relationships work

A

demonstration, explanatory

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50
Q

When an investigator’s goal is to generate support for a predetermined conclusion, __________ research is taking place

A

advocacy

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51
Q

List 3 objectives of data analysis procedures:

  • _________ initial decisions as the experiment proceeds
  • _________ and _________ data that answer the question
  • _________ unanticipated relationships
A
  • modifying
  • identifying and describing
  • discovering
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52
Q

When selecting a response class to serve as the DV, the investigator must choose a behavior that will be _________ to the IV

A

sensitive

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53
Q

The experimental question’s most important role is guiding the selection of the _________ _________

A

independent variable

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54
Q

A constituent part of a whole phenomenon that serves as a basis for experimental study

A

unit of analysis

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55
Q

In behavior analysis, the unit of analysis is the ________ ________

A

response class

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56
Q

A collection of individual responses that have common sources of influence in the environment

A

response class

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57
Q

A class of stimulus-response relationships in which certain environmental events consistently elicit specific responses

A

reflex

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58
Q

A reflex in which the class of eliciting stimuli serve this function without a history of being paired with the unconditioned stimuli

A

unconditioned reflex

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59
Q

A reflex in which the class of eliciting stimuli have acquired this function because of a history of being paired with unconditioned stimuli

A

conditioned reflex

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60
Q

The class of responses elicited by particular unconditioned or conditioned antecedent stimuli

A

respondent

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61
Q

The processes involved in creating conditioned reflexes from unconditioned reflexes

A

respondent conditioning

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62
Q

A class of procedures involving the occurrence of a stimulus immediately following responding that results in an increase in some aspect of the response class over baseline levels

A

positive reinforcement

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63
Q

A procedure involving the termination of a stimulus immediately following responding that results in an increase in some aspect of the response class over baseline levels

A

negative reinforcement

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64
Q

A class of responses defined by a functional relation with a particular class of environmental stimuli that immediately follow these responses

A

operant

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65
Q

The process involved in changing operant behavior based on its environmental consequences

A

operant conditioning

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66
Q

A class of stimuli that occur immediately following responding, resulting in an increase in some aspect of the response class over baseline levels

A

positive reinforcers

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67
Q

A class of stimuli that are terminated immediately following responding, resulting in an increase in some aspect of the response class over baseline levels

A

negative reinforcers

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68
Q

A class of procedures involving the occurrence of a stimulus immediately following responding that results in a decrease in some aspect of the response class over baseline levels

A

positive punishment

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69
Q

A procedure involving the termination of a stimulus immediately following responding that results in a decrease in some aspect of the response class over baseline levels

A

negative punishment

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70
Q

A class of stimuli that occur immediately following responding, resulting in a decrease in some aspect of the response class over baseline levels

A

positive punishers

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71
Q

A class of stimuli that are terminated immediately following responding, resulting in a decrease in some aspect of the response class over baseline levels

A

negative punishers

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72
Q

Stimuli that have acquired the function of setting the occasion for a behavior to occur

A

discriminative stimulus

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73
Q

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

A

discriminated operant

74
Q

The 3 general types of functional response classes are:

  • r__________
  • o_________
  • d_________ ___________
A
  • respondent
  • operant
  • discriminated operant
75
Q

The tangible or intangible environmental effects of responding that are more than transitory in duration

A

response products

76
Q

List 3 risks of using response product data:

  • difficult to determine ___________
  • can not assume 1:1 ____________
  • lack of contact with ____________
A
  • authorship
  • correspondence
  • topography
77
Q

A mathematical result of combining behavioral data from multiple individuals whose behavior is related in some way

A

group behavior

78
Q

List 3 types of group response class definitions:

  • collective, e_________, i____________
  • collective, e_________, n___________
  • collective, n____________
A
  • collective, equivalent, interactive (e.g., noise making)
  • collective, equivalent, non-interactive (e.g., purchasing)
  • collective, non-equivalent (e.g., measuring work products)
79
Q

A relatively brief period of responding defined by the relatively frequent occurrence of one or more specific response classes and which is distinguished from other such bouts by relatively extended periods in which the target responses do not occur

A

episodes

80
Q

List the 3 basic principles discussed in the Belmont Report:

  • r________ ______ _________
  • b__________
  • j__________
A
  • respect for persons
  • beneficence
  • justice
81
Q

List the 3 functions of measurement:

  • d___________
  • c___________
  • p___________
A
  • description
  • comparison
  • prediction
82
Q

Which function of measurement?

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

A

description

83
Q

Which function of measurement?

Using descriptions of multiple individual events to identify differences among them

A

comparison

84
Q

Which function of measurement?

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

A

prediction

85
Q

Specifies the dimension being measured

A

unit of measurement (e.g., inch, lbs)

86
Q

An approach to measurement that involves attaching a number representing the observed extent of a dimensional quantity to an appropriate unit of measurement

A

dimensional measurement

87
Q

A fundamental quality of a natural phenomenon

A

property

88
Q

A quantifiable dimension of a property of a natural phenomenon

A

dimensional quantity

89
Q

A determinate amount of a dimensional quantity of the phenomenon being measured

A

unit of measurement

90
Q

A unit of measurement whose value is defined in a fixed or unvarying manner independently of the phenomenon being measured

A

absolute unit

91
Q

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

A

temporal locus

92
Q

A dimensional quantity that refers to the time between two events (in ABA, usually an event and response)

A

latency

93
Q

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

A

temporal extent

94
Q

A dimensional quantity that refers to the elapsed time between the beginning and ending of an event

A

duration

95
Q

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

A

repeatability

96
Q

A dimensional quantity reflecting the property of repeatability that refers to the occurrence of the event being measured in terms of cycles

A

countability

97
Q

A unit of measurement for the dimensional quantity of countability

A

cycle

98
Q

A dimensional quantity referring to the time elapsing between two successive responses

A

IRT

99
Q

The unit of measurement for IRT

A

time per cycle

100
Q

The unit of measurement for the dimensional quantity of frequency (often minutes)

A

cycles per unit time (e.g. rate per minute)

101
Q

Frequency represents change in ___________ over time, while celeration represents change in ___________ over time

A

responding, frequency

102
Q

Dimensional quantity that describes change in the frequency of responding over time

A

celeration

103
Q

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

A

dimensionless quantity

104
Q

List 5 factors that guide the selection of dimensional quantities:

  • e_________ __________
  • r________ __________
  • t_________ __________
  • o___________
  • i__________ ___________
A
  • experimental question
  • research literature
  • target behavior
  • objectives of study
  • intervention procedures
105
Q

Measurement practices in which the events measured are the same as those about which conclusions will be drawn

A

direct measurement

106
Q

Measurement practices in which the events measured are not the same as those about which conclusions will be drawn

A

indirect measurement

107
Q

A schedule of observation that allows detection of all responses in the defined class

A

complete observation

108
Q

A schedule of observation that samples from the population of responses in the defined class

A

incomplete observation

109
Q

Observation procedures in which all target responses can be detected during observation periods

A

continuous observation

110
Q

Observation procedures in which all target responses are not necessarily detected and recorded

A

discontinuous observation

111
Q

Variations in features of responding within a single response class, as well as variations in summary measures of that class

A

Behavioral variability

112
Q

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

A

Intrinsic variability

113
Q

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

A

Extrinsic variability

114
Q

List sources of behavioral variability:

  • _________ of the organism
  • experimental _________
  • m____________
  • experimental _________
  • data __________
  • _________ variable
A
  • biology
  • setting
  • measurement
  • experimental design
  • data analysis
  • independent variable
115
Q

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

A

Experimental design

116
Q

A method of arranging comparisons between control and experimental conditions in which each subject is exposed to both control and experimental conditions in sequence so that the data represent the performance of individual participants

A

Within-subject design

117
Q

A method of arranging comparisons between control and experimental conditions in which different groups of subjects are exposed to control and experimental conditions so that the data represent the combined performance of individual participants who have experienced only one of the conditions

A

between-groups design

118
Q

Differences in responding between participants

A

Inter-subject variability

119
Q

An effect of a participant’s behavior resulting from exposure to a prior condition

A

Sequence effect

120
Q

An approach to making experimental comparisons that involves measuring responding for each participant repeatedly under each condition in an effort to assess and manage extraneous influences and thereby obtain a stable pattern of responding that represents the full effects of each condition

A

Steady-state strategy

121
Q

A pattern of responding that shows relatively little variation in its measured dimensional quantities over some period of time

A

Steady state

122
Q

A relatively consistent change in the data in a single direction

A

Trend

123
Q

A measure of variability defined by the highest and lowest values in a data set

A

Range

124
Q

A repeating pattern of local variability, often involving sequences of increasing and decreasing trends (in either order)

A

Cycle

125
Q

A pattern of responding involving change from one steady state to a different steady state

A

Transition state

126
Q

A pattern of responding involving a deviation from a steady state that ends in a return to the same steady state

A

Transitory state

127
Q

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

A

internal validity

128
Q

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

A

Reliability

129
Q

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

A

Generality

130
Q

List the 3 levels of experimental elegance in order from least to most:

  • d____________
  • c____________
  • f__________ ___________
A
  • demonstrations
  • correlations
  • functional relations
131
Q

The management or control of different variables in a study, including the IV and extraneous variables

A

experimental control

132
Q

The extent to which the IV is consistently implemented as designed

A

treatment integrity

133
Q

Repetition of any parts of an experiment

A

replication

134
Q

Repetition of results, usually as an outcome of repetition of procedures

A

reproduction

135
Q

Repetition of a basic element of a procedure throughout each session

A

Within-session replication

136
Q

Repetition of the same condition many times in succession throughout a phase

A

Within-phase replication

137
Q

Repetition of an entire phase during the course of an experiment

A

Within-experiment replication

138
Q

Repetition of an earlier experiment, usually by other researchers

A

Within-literature replication

139
Q

Repetition of phenomena under different conditions across different fields of science

A

Across-research-literature replication

140
Q

In experimental notation, a dotted line indicates that a ________ condition is present

A

control

141
Q

In experimental notation, a solid horizontal line indicates that a ________ is present

A

independent variable

142
Q

In experimental notation, an IV is described by a labe ________ the horizontal line

A

under

143
Q

In experimental notation, a vertical line extending _______ a fixed distance from a horizontal line indicates the end of one condition and the beginning of another

A

upward

144
Q

In experimental notation, a vertical line extending __________ a fixed distance from a horizontal line indicates the end of one condition and the beginning of a previously used condition

A

downward

145
Q

In experimental notation, a ______ encloses labels identifying the participant, target behavior, and setting

A

brace

146
Q

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

A

AB design

147
Q

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

A

Reversal design

148
Q

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

A

Multi-element or alternating treatments design

149
Q

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

A

Changing criterion design

150
Q

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

A

Parametric design

151
Q

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

A

Multiple baseline design

152
Q

The process of changing a behavior that involves interactions between responses and
environmental events whose effects depend on the processes of reinforcement and punishment

A

conditioning

153
Q

The relatively enduring changes in behavior that result from conditioning processes

A

learning

154
Q 
A class of responses elicited by a particular unconditioned or conditioned antecedent
stimulus
A

respondent

155
Q

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

A

operant

156
Q

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

A

discriminated operant

157
Q

The established practices of scientific communities that have evolved over time because of their effectiveness in studying natural phenomena

A

scientific method

158
Q

Values resulting from observation and recording procedures used to collect the data for a study

A

observed values

159
Q

Values resulting from special observation and recording procedures that are somewhat different from those used to collect the data being evaluated and that involve special efforts to minimize error

A

true values

160
Q

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

A

accuracy

161
Q

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

A

reliability

162
Q

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

A

validity

163
Q

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

A

believability

164
Q

Name two methods for assessing validity of indirectly measured data:

  • arrange for _______ measures of target bx on a _______ basis
  • collect __________ ___________ consistent with assumption of validity
A
  • arrange for direct measures of target bx on a periodic basis
  • collect corroborative evidence consistent with assumption of validity
165
Q

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

A

Accuracy

166
Q

List 2 ways of assessing reliability:

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

true values, observed values

multiple times

167
Q

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

A

Calibration

168
Q

A procedure for enhancing the believability of data that provides no information about accuracy or reliability

A

Interobserver agreement

169
Q

List 3 procedures for determining IOA:

  • _______ and _________ primary and secondary observers
  • set up an ___________ observation procedure
  • select agreement ___________ and calculate agreement
A
  • select and train
  • independent
  • formula
170
Q

A procedure for calculating IOA typically used with dimensional quantities such as count, duration, and latency that involves summing the total count for each of two observers, dividing the smaller total by the larger total, and multiplying the result by 100 to arrive at the percent agreement

A

total agreement

171
Q

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

A

exact agreement

172
Q

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

A

interval agreement

173
Q

A conservative approach to calculating IOA when interval recording or time sampling is used that involves calculating and reporting agreement separately for both occurrences (scored intervals) and nonoccurrences (unscored intervals)

A

occurrence / nonoccurrence agreement

174
Q

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

  • change in ________
  • ________ to change
  • ________ shift
  • between-phase ________
  • between-phase differences in _______
A
  • change in level
  • latency to change
  • mean shift
  • between-phase overlap
  • between-phase differences in trend
175
Q

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

A

level change

176
Q

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

A

latency to change

177
Q

The amount by which the means differ across phases

A

mean shift

178
Q

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

A

functional relation

179
Q

List 3 levels of experimental “elegance”:

  • d_____________
  • c________________
  • f__________ _______________
A
  • demonstration
  • correlation
  • functional relation
180
Q

The management or control of different variables in a study, including the independent variable and extraneous variables

A

experimental control

181
Q

The extent to which the independent variable is consistently implemented as designed

A

treatment integrity

SAFMEDS 2020 (13 decks)

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