Comp test Flashcards
Continuous measurement
records every instance a target behavior occurs during a specific time frame
Discontinuous measurement
recording of behavior during certain time intervals
frequency
record the number of times behavior occurs
tally marks
duration
measures how long a child has a specific behavior
latency
Measuring the amount of time it takes for a response
Inter-response time IRT
time between responses
ex: how long it is from a behavior to the same behavior at a different point in time
Partial interval
watch for certain period of time and if at ANY point they do what you’re observing record it
Whole interval
if behavior happened throughout the entire designated time
ex: if child whined for the entire 30 seconds you observed
momentary time sampling
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
preference assessment
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
data and graphs
+ 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
ABC data
Antecedent > Behavior > Consequence
Sd > how they responded > how did RBT respond
doesn’t always have to be a negative behavior
Discrete trial teaching DTT
teaching new skills by breaking them down to simple responses
Naturalistic teaching
using the environment to teach skills naturally
Chaining
backwards chaining - being reinforced after they do the last step
forwards chaining -
Shaping
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”
Discrimination Training
teach in isolation, add distractors, mix in mastered items; requires one response and 2 antecedent conditions (so 2 choices for them to choose from)
Stimulus control transfer
when a behavior happens more in the presence of a certian stimulus rather than it’s absence
Prompting
first verbal then model then physical;
least to most restrictive
Token systems
first > then boards
Crisis/emergency
having a crisis plan on how to prevent and respond to behaviors
Antecedent Interventions
modifying environment and conditions that occur before a behavior happens so that it is less likely to happen again
Differential reinforcement
reinforce certain responses but not others; only responses that are closer and closer to the target response get reinforced
Extinction
no longer providing a reinforcement to the target response; responses that were reinforced are no longer reinforced
session notes
a brief summary about what happened in the session
Client dignity
keep their best interest in mind and treating them with respect
Professional boundaries
avoid dual relationships
Supervision requirements
twice a month face to face
Clinical direction
A situation where I would tell my supervisor would be if a parent has a question about the treatment
extinction burst
increase in behavior caused by extinction
Functions of behavior
Attention, Automatic, Escape, Tangible
