Competency Assessment Flashcards
continuous measurement
measures every instance of behavior during a class, session, or day
discontinuous measurement
time sampling data collection that does not catch every instance of behavior
monetary time sample
(discontinuous measurement) is the behavior occurring only at the end of a predetermined interval
partial interval recording
(discontinuous measurement) record that the behavior occurred during an interval if it happens at any point during that interval
whole interval recording
(discontinuous measurement) only mark that a behavior occurs during an interval if it occurs for the entire interval
time sampling
(discontinuous measurement) not all instances of a response/behavior are able to be recorded
frequency
(continuous measurement) cycles per unit time, or a count divided by the time during which it occurred
duration
(continuous measurement) how long a client engaged in a specific behavior
latency
(continuous measurement) the amount of time between an antecedent and when a client begins to engage in the behavior
interresponse time
(continuous measurement) the time between the end of one response and the beginning of another response
free operant preference assessment
allows the target individual to have unrestricted access to various items and activities, and the practitioner observes and records
single stimulus preference assessment
providing a single item to a child, and recording the behavioral response to each item, as well as the duration of his engagement with each item
paired stimulus preference assessment
no cost diagnostic tool that generates a ranked order list of preferences for a specific individual. PS assessments allow the student to rank stimuli that are most preferred among an array of options
multiple stimulus with replacement preference assessment
places an array of items (usually toys or edibles) in front of the child, and allows him or her to select one. After the child plays with or consumes the item, the teacher replaces that same item in the array, and replaces the unselected items with new ones
multiple stimulus without replacement preference assessment
places an array of items (usually toys or edibles) in front of the child, and allows him or her to select one. After the child plays with or consumes the item, the teacher removes it from the array
ABC data
antecedent-behavior-consequence
discrete trial training
(skill acquisition + behavior reduction) DTT is a structured ABA technique that breaks down skills into small, “discrete” components. Systematically, the trainer teaches these skills one by one. Along the way, trainers use tangible reinforcements for desired behavior
naturalistic teaching (incidental teaching)
(skill acquisition + behavior reduction) strategy that uses the principles of applied behavior analysis (ABA) to provide structured learning opportunities in the natural environment by using the child’s interests and natural motivation
chaining
(skill acquisition + behavior reduction) method of teaching a behavior using behavior chains. Behavior chains are sequences of individual behaviors that when linked together form a terminal behavior
shaping
(skill acquisition + behavior reduction) process used in teaching in which a behavior or skill is gradually taught by differentially reinforcing successive approximations to the behavior that the teacher wants to create
discrimination training
(skill acquisition + behavior reduction) reinforcing a behavior in the presence of one stimulus but not others
stimulus control transfer
(skill acquisition + behavior reduction) techniques in which prompts are discontinued once the target behavior is being displayed in the presence of the discriminative stimulus
prompt fading
(stimulus control transfer) process of systematically reducing and removing prompts that have been paired with an instruction, allowing the student to independently respond correctly
differential reinforcement
reinforcing a specific class of behavior while withholding reinforcement for other classes of behavior
differential reinforcement of alternative behavior
suggests one form of behavior (usually some appropriate alternative) is reinforced, while another form of behavior (usually problem behavior) is placed on extinction (DRA)
differential reinforcement of incompatible behavior
weakening procedure that is based on reinforcement. The behavior that is reinforced is not the target behavior, as this would clearly strengthen it, but rather is a behavior that is both desirable and topographically incompatible with the target behavior (DRI)
differential reinforcement of other behavior
procedure for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times (DRO)
differential reinforcement of low rates
schedule in which a minimum amount of time must elapse between responses in order for reinforcement to occur (DRL)
extinction
procedure in which reinforcement of a previously reinforced behavior is discontinued, as a result behavior decreases in the future
how to maintain client dignity
showing respect at all times, maintaining privacy and confidentiality, and communicating effectively and professionally. You can also offer your client’s choices and allow them to be an active participation in treatment development
how to maintain professional boundaries
avoid dual relationships, conflicts of interest, social media contacts
supervision requirements
minimum of 5% of the hours spent providing applied behavior-analytic services per month (once a week from 3pm-5pm)
clinical direction
reach out to BCBA in regard to new adverse behavior developing, or with problems understanding central reach
