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Applied Behavior Analysis > Chapters 1-4 > Flashcards

Chapters 1-4 Flashcards

1
Q

Define Behavior

A

What people do and say

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2
Q

List the 4 dimensions of behavior

A

Frequency
Intensity
Latency
Duration

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3
Q

Overt Behavior

A

Can be observed and recorded by a person other than the one engaging in the behavior

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4
Q

Covert Behavior

A

Aka “private events”

Behaviors that are not observable to others

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5
Q

Behavior modification

A

The field of psychology concerned with analyzing and modifying human behavior

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6
Q

Target behavior

A

The behavior to be modified

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7
Q

Behavior excess

Give example

A

An undesirable target behavior that the person wants to decrease
Ex: tantrums

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8
Q

Behavioral deficit

Give example

A

A desirable target behavior that the person wants to increase
Ex: studying

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9
Q

Why is ongoing assessment necessary?

A

To determine whether the behavior change is maintained in the long run

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10
Q

Pavlov

A

Uncovered the basic process of respondent conditioning

Discovered the “conditioned reflex”

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11
Q

Thorndike

A

Law of Effect–behavior that produced a favorable event in the environment is more likely to be repeated in the future

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12
Q

Watson

A

Started behaviorism

Described a stimulus-response psychology

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13
Q

Skinner

A

Foundation of behavior modification

Applied the principles of behavior analysis to human behavior

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14
Q

Behavioral assessment

A

Measurement of the target behavior

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15
Q

Indirect assessment

A

Does not occur when target behavior occurs–relies on another individuals recall
Ex: interviews, questionnaires, rating assessments

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16
Q

Direct assessment

A

A person observers and records target behavior as it occurs

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17
Q

Steps for developing behavior recording plain (4)

A
  1. Define target behavior
  2. Determine logistics of recording
  3. Choose recording method
  4. Choose recording instrument
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18
Q

Behavioral definition

A

Includes active verbs describing specific behaviors that a person exhibits. It is objective and unambiguous.

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19
Q

Inter observer agreement

A

When 2 people record the behavior independently and both record that it occured

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20
Q

Self-monitoring
State requirement
Give EX

A

When the observer of the behavior is the same person that is exhibiting it
Person must be trained to monitor their behavior in the same way a trained observer would
Ex: keeping track of cigarettes you smoke

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21
Q

Natural setting

Give ex

A

The places in which the target behavior typically occurs

EX: classroom

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22
Q

Analogue setting

Give EX

A

A place the behavior doesn’t normally occur

Ex: clinical office

23
Q

Structured Observation

A

The observer arrangers for specific events or activities to occur during the observation period

24
Q

Unstructured observation

A

No specific events are arranged and no instructions are given during the observation period

25
Q

Continuous recording

A

Every instance of the behavior occurring during the observation period is recorded by the observer
May include frequency latency duration or intensity

26
Q

Product recording

A

The tangible outcome or permanent product of the occurrence of the behavior is recorded

27
Q

Interval recording

A

The occurrence or non- occurrence of the behavior is recorded in consecutive intervals of time during the observation period

28
Q

Time sample recording

A

The occurrence or non-occurance of the behavior is recorded in discontinuous intervals of time during an observation period

29
Q

Reactivity

A

When the process of recording behavior causes the behavior to change even before treatment is implemented

30
Q

How to reduce reactivity? (2 ways)

A
  1. Wait until the person being observed becomes accustomed to the observers presence
  2. Observe the person without them knowing they’re being observed (must get consent)
31
Q

List and describe 3 recording methods that ARE NOT data sheets

A
  1. Bar Code – assign each behavior to particular barcode and scan barcode when behavior occurs
  2. Stop watch – to record cumulative duration of behavior
  3. PDA – applications for ABA
  4. Paper Tears – make small tears in piece of paper each time it occurs
32
Q

Graph

A

Visual representation of the occurrence of a behavior over time

33
Q

Competing response

Give ex

A

A response that is incompatible with the target behavior, therefor, performing the response makes the target behavior impossible to exhibit
Ex: wearing gloves and nail biting

34
Q

Horizontal axis

List 2 other names and what usually goes on it

A

X-axis, abscissa

Indicates time

35
Q

Vertical axis

A

Y-axis, ordinate

Indicates level of behavior

36
Q

List the 6 components of a graph

A
  1. X and Y axis
  2. X and Y axis labels
  3. # s on X and Y axis
  4. Data points
  5. Phase lines
  6. Phase labels
37
Q

Phase lines

A

Vertical line on the graph that indicates a change in treatment
–data points are NOT connected in between phase lines

38
Q

Baseline

A

No treatment phase

39
Q

Independent variable

A

What the researcher manipulates to produce a change in the target behavior

40
Q

Dependent variable

A

The target behavior

41
Q

Confounding variable

Give EX

A

An extraneous variable; an event that the researcher did not plan that may have affected the behavior
Ex: a family fight that morning

42
Q

Functional relationship

A

When a behavior modification procedure causes a target behavior to change

43
Q

When has a functional relationship been established?

A
  1. When the target behavior changes when an independent variable is manipulated, while all other variables are held constant
  2. The process is replicated or repeated one or more times and the behavior changes each time
44
Q

A-B research design

A

One baseline and one treatment phase
A=baseline :: B=treatment
Not a true research design because it does not demonstrate a functional relationship

45
Q

Why is the A-B research design not a true research study?

A

It does not demonstrate a functional relationship because treatment is not replicated; it does not rule out the possibility that an extraneous variable was not responsible for the behavior change

46
Q

A-B-A-B research design

A

Baseline and treatment phases are implemented twice
After the first treatment phase is complete, the researcher removes the treatment and reverses back to base line, then implements the behavior again
This accounts for extraneous variables and therefor demonstrates a functional relationship

47
Q

When is it impossible/unethical to use an A-B-A-B research design
Give EX

A

Unethical-When the behavior is dangerous
Ex: self-injury
Impossible-when the behavior involves learning (b/c you can’t unlearn)
Ex: reading

48
Q

A-B-C-A-C

A

A=baseline
B=treatment 1
C=treatment 2
Used when first treatment is ineffective and you try a 2nd that is effective, then remove treatment to return to baseline then implement the 2nd (effective) treatment again

49
Q

Multiple base line across subjects design

A

There is a baseline and a treatment phase for the same target behavior of 2 or more different subjects
*baseline for each subject is of a different lengh

50
Q

Multiple base line across behaviors design

A

There is a baseline and a treatment phase for the same subject with 2 or more different target behaviors
*the baselines for each behavior are of different lengths

51
Q

Multiple baseline across settings design

A

There is a baseline and a treatment phase for the same target behavior of the same individual in 2 or more different settings
**baselines for different settings are of different lengths

52
Q

Alternating treatments research design (ATD)

A

Aka multielement design
Baseline and treatment conditions (or 2 treatment conditions) are conducted in rapid succession and compared with each other
Treatment/baseline occurs in alternating days/sessions.

53
Q

Changing criterion design

A

Within the treatment phase, sequential performance criteria are specified
Successive goal levels of the target behavior specify how much of the target behavior should change during treatment
Effectiveness is determined by whether the subjects behavior changes to meet the changing performance criteria

Applied Behavior Analysis (1 decks)

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