Comp test Flashcards

1
Q

Continuous measurement

A

records every instance a target behavior occurs during a specific time frame

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2
Q

Discontinuous measurement

A

recording of behavior during certain time intervals

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3
Q

frequency

A

record the number of times behavior occurs
tally marks

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4
Q

duration

A

measures how long a child has a specific behavior

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5
Q

latency

A

Measuring the amount of time it takes for a response

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6
Q

Inter-response time IRT

A

time between responses
ex: how long it is from a behavior to the same behavior at a different point in time

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7
Q

Partial interval

A

watch for certain period of time and if at ANY point they do what you’re observing record it

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8
Q

Whole interval

A

if behavior happened throughout the entire designated time
ex: if child whined for the entire 30 seconds you observed

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9
Q

momentary time sampling

A

if behavior is happening at that exact moment;
ex: watch timer look up when time goes off and see if behavior is occuring in that moment

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10
Q

preference assessment

A

ask what do they want
watch what they do on their own free time
sample - give new reinforcers that they haven’t played with before
offer choices - give them limited items to choose from
try and see - Behavior happens > give different items as reinforcers > watch what happens> can be a reinforcer or not be one

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11
Q

data and graphs

A

+ for independent - for prompt
data should be graphed before ABA, during ABA, and then after ABA
line graphs is the best graph: measures percentage and duration; frequency and rate; intensity and latency

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12
Q

ABC data

A

Antecedent > Behavior > Consequence
Sd > how they responded > how did RBT respond
doesn’t always have to be a negative behavior

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13
Q

Discrete trial teaching DTT

A

teaching new skills by breaking them down to simple responses

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14
Q

Naturalistic teaching

A

using the environment to teach skills naturally

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15
Q

Chaining

A

backwards chaining - being reinforced after they do the last step
forwards chaining -

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16
Q

Shaping

A

want a child to say “juice” but accept “Juh” and then overtime stop reinforcing that and then accept the next step which is “Joo” until they say “juice”

17
Q

Discrimination Training

A

teach in isolation, add distractors, mix in mastered items; requires one response and 2 antecedent conditions (so 2 choices for them to choose from)

18
Q

Stimulus control transfer

A

when a behavior happens more in the presence of a certian stimulus rather than it’s absence

19
Q

Prompting

A

first verbal then model then physical;
least to most restrictive

20
Q

Token systems

A

first > then boards

21
Q

Crisis/emergency

A

having a crisis plan on how to prevent and respond to behaviors

22
Q

Antecedent Interventions

A

modifying environment and conditions that occur before a behavior happens so that it is less likely to happen again

23
Q

Differential reinforcement

A

reinforce certain responses but not others; only responses that are closer and closer to the target response get reinforced

24
Q

Extinction

A

no longer providing a reinforcement to the target response; responses that were reinforced are no longer reinforced

25
session notes
a brief summary about what happened in the session
26
Client dignity
keep their best interest in mind and treating them with respect
27
Professional boundaries
avoid dual relationships
28
Supervision requirements
twice a month face to face
29
Clinical direction
A situation where I would tell my supervisor would be if a parent has a question about the treatment
30
extinction burst
increase in behavior caused by extinction
31
Functions of behavior
Attention, Automatic, Escape, Tangible