CA Flashcards
Continuous measurement
Means they are measuring all of the behavior, not just a sample
Examples of continuos measurement
Frequency, duration, latency, and IRT
What is frequency!
The account of the behavior (time not specified)
Most common form of data collection
Rate
The account of the behavior (time specified)
Duration
How long a behavior lasts
Latency
How long it takes for a behavior to start after a antecedent or trigger is introduced (how late is the behavior after that antecedent/trigger/SD)
Example of latency data collection
BT asks client to clap hands, how long did it take for client to clap their hands (e.g. 10 seconds)
Inter Response Time (IRT)
The time between responses
Discontinuous measurement
Measuring behavior less precisely than continuous measurement
Partial interval recording
Did behavior occur during any given time during that interval? (e.g. clapping within 10 sec time span ~ yes if they did, no if they didn’t). Usually yes or no, and typically for behavior reduction
Whole Interval Recording
Did behavior occur at all during whole time? (e.g. in-class sitting in seat ~ did the child sit on his seat for the whole of 5 minutes ~ correct if they did)
Momentary Time Sampling
Observing behavior at a very specific time of the interval, great for classroom setting (e.g. in seat behavior, interval is an hour long, if student in seat at the end of the interval it is correct)
Purpose of graphing
To see the progress of data of our client over time
Preference assessment and different types
Figure out what the client wants/is motivated for
Indirect: asking directly
Free operant: present multiple options simultaneously and allow client to interact freely. Record how long they interact with chosen items, and rank them accordingly
Single stimulus: present single reinforcers at a time and see how long they chose to engage with them
Multiple stimulus: present multiple tangible stimulus in an array simultaneously, allowing client to choose, then removing chosen item (with or without replacement)
Paired stimulus: 2 items at a time and ask to select one and repeat with all items
Collecting abc data
Be objective, don’t talk about feelings, write down what you’re seeing and hearing. Be detailed, and break down data.
Discrete trial teaching
Learning trial that is discrete ~
A trial:
The antecedent (the instruction)
The target response/prompted response (doing the instruction)
Consequence (the end of the trial where you reinforce or error correct)
Naturalistic teaching (incidental teaching)
Taking advantage of naturally occurring learning opportunities.
Ex: youre teaching client to make requests, and client finds interest in item you’re teaching them to request, use that opportunity to teach them
Chaining
Taking a behavior made of several small steps and teaching it step by step
First step on chaining and then what you do after
Task analysis: analyzing the task then brining it down to steps
Then figure which chaining you want to usw
Foward changing
Fading out prompts and teaching starting with the first step in the chain
Backwards chaining
You start fading out prompts with the last step in the chain
Total task chaining
Teaching all aspects of the chain at once
Shaping
Behavior you’re trying to teach doesn’t consist of multiple steps, but the teaching process does. Shaping means you already of a response and you’re trying to change that one response to a different response. You can do this by changing what you reinforce.
EX: client is learning how to say ball, but pronounces “blah”. You reinforce it until they are consistent in saying it, then move onto reinforcing saying a more accurate pronunciation
Emphasis: changing what you choose to reinforce. Differentials reinforcing the success of approximation towards the final response you’re looking for
Discrimination training
Teaching learner to discriminate between two different things
Ex: choosing between 2 colors, praise with correct response, prompting or error correction with incorrect response
Stimulus control transfer
Transferring stimulus control from one antecedent stimulus to another.
If a learner demonstrates a certain response on one condition, you are transferring that response to more/other conditions
Ex: dog sits when you point to the ground, but you want it to respond when you say sit, so your transfer it to when you say sit ~ you do this by saying them together then fading out the point
Token system
Your are giving a token when the learner emits a correct response. Once learner earns certain amount of tokens, those tokens can be exchanged for a back-up reinforcer
Least to most prompting vs most to least prompting
Errorless prompting (NOT error correction)
Error correction
Prompt heiarchy (least to most)
Independent
Symbol
Verbal
Gestural
Model
Physical
Different types of prompting
Crisis/emergency
Demonstrate antecedent intervention, differential reinforcement, or extinction
Antecedent interventions are designed to alter the environment before a behavior occurs
Differential reinforcement is defined as reinforcing a specific class of behavior while withholding reinforcement for other classes of behavior
extinction refers to the fading away and eventual elimination of undesirable behaviors
Antecedent interventions
Looking at what the antecedent or proactives are for the behavior plans are for the client
Differential reinforcement
When you reinforce one thing and not something else
Extinction
You’re not reinforcing a challenging behavior or a behavior you’re trying to reduce
Session Notes
Explain what procedures were used (prompting, and reinforcement). Use objective language.
Client dignity
Make sure their appearance is presentable if they are unable to do it for themselves
Allow more opportunities for the client to have independence and a voice
Use respectful language when communicating with or referring to the client.
Professional boundaries
Avoiding dual relationships
Supervision
5% need to be supervised by your BCBA
How much of your supervised time can be in a group setting vs individual
50%
How many contacts do you need with your supervisor per month (how many in person?)
at least 2 face-to-face, synchronous contacts per month
Describe one situation in which you seek clinical direction from your supervisor
If I have questions about a program, and I’m unsure on how to run it
