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BCBA-CERT > Concepts and Principles & Measurement > Flashcards

Concepts and Principles & Measurement Flashcards

1
Q

What can exhibit behavior

A

living organism ( single-celled or complex)

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2
Q

What are the classification of behaviour

A

Overt behavior/ covert behavior
operant vs. respondent
operant behaviour can then be classified into a response class.

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3
Q

What is response class?

A

behaviours that have different topography but have the same function

ex. greeting

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4
Q

From a behavior-analytic perspective what does the environment consists of

A

stimuli conditions or events that provide a context for behaviour

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5
Q

What is behaviour

A

behaviour is a class of responses sharing certain functions

behaviour happens when there is an interactive condition between an organism and its surrounding or its own body

measurable movements, sometimes covert/private behaviour but excludes states (happy/sad)

focus on the interaction with the environment

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6
Q

What is a response

A

A single instance of a behavior - we record response but target behaviour

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7
Q

What is a stimuli

A

stimuli is any condition event or change in the physical world

stimuli are events or conditions that effect the receptors cells of organism but does not always change/influence behaviour

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8
Q

define overt behaviour

A

organisms interaction with the environment characterized by displacement of time and space
leads to changes in environment

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9
Q

What does not constitute as a behaviour?

A

The effect of a stimulus on an organism unless there is movement is not a behaviour, states are not,

(falling down, an arm being raised by doctor lifting it)

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10
Q

what is stimulus class

A

Any group of stimuli sharing a predetermined set of common element in one of the following dimension, formally ( physical properties), temporally (antecedent or consequence, functionally

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11
Q

What are the three ways to describe stimulus class?

A

formally - physical properties
temporally - where the stimulus appear, before or after the target behaviour
functionally - does it serve the same function

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12
Q

For Stimulus Class - what are the two ways stimulus change can affect function

A

immediate - stimulus change effect the behaviour immediately usually short term

delayed - effect behaviour later but more lasting change

ex. downpour - escape is immediate but delay is bringing an umbrella next time.

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13
Q

Characteristics of respondent behaviour

A

under control of antecedent
cannot be shaped
acquire an operant function if it’s contacts reinforcing consequences

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14
Q

Describe characteristics of Respondent conditioning

A

(stimulus-stimulus pairing procedure)

  1. identifying an unconditioned stimulus that elicit an unconditioned response
  2. pairing a neutral stimulus with the unconditioned stimulus
  3. neutral stimulus must be absent when the unconditioned stimulus is absent
    3.When paired, absence of the unconditioned stimulus and neutral stimulus leads to a conditioned response ( reflex) and conditioned stimulus.
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15
Q

Describe the process of respondent conditioning

A

(stimulus-stimulus pairing procedure) = respondent contingencies and are antecedent stimuli

NEUTRAL STIMULUS PAIRED WITH UNCONIDTIOEND STIMULUS

THEN NEUTRAL BECOME A CONDITIONED STIMULUS AND EVOKES A CONDITIONED RSPONSE

WHAT THE NEUTRAL STIMULUS IS PAIRED WITH DETERMINES THE RESPONSE IT WILL ELICIT

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16
Q

When is the stimulus presented for positive reinforcement

A

A stimulus is presented after a behaviour and increases the future probability of the behaviour

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17
Q

What do you do to negatively reinforce a behaviour

A

remove either by escape or avoidance to increase behaviour

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18
Q

What are the characteristics of reinforcement

A

increase in future probability of the behaviour
increases in behavior are due to consequences it produces
behavior must produce a consequence

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19
Q

What is operant conditioning

A

process and selective effects of consequence on behaviour

stimulus change that follows a response which alter it probability of the response in the future

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20
Q

In operant conditioning, stimulus control is a function of

A

antecedent and consequent events

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21
Q

How is operant behaviour defined

A

determined by its consequences therefore it how it functions by its effects on the environment

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22
Q

When is the stimulus removed in negative reinforcement?

A

it is removed after the behaviour

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23
Q

How can you tell if a reinforcer is still reinforcing?

A

examine the data to see if it increases the behaviour

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24
Q

Define Respondent Extinction

A
  • repeatedly presenting a conditioned stimulus without the unconditioned stimulus
  • conditioned stimulus no longer elicits the conditioned response
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25
Q

Define Escape

A

termination of aversive condition (maintained by negative reinforcement) - responses that produce it are more likely to occur in the future under similar conditions

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26
Q

Define Satiation

A

when a reinforcer is being presented too often that it loses its reinforcing values

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27
Q

Ways to prevent satiations

A
  1. use a variety of reinforcers
  2. varying the properties of a reinforcer ( different types of candy, books)
  3. giving choice
  4. removing and then introducing the reinforcer
  5. allow natural deprivation
  6. using generalized reinforcer
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28
Q

Define Magnitude

A

The force/intensity of a response (frequency, duration, latency)

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29
Q

What is magnitude of reinforcer

A

The duration of access to a reinforcer the number of reinforcer provided ( reinforcer rate or intensity of the reinforcer) = (reinforcer rate)

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30
Q

What is quality of reinforcers

A

how preferred the reinforcer is

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31
Q

What is a contingency

A

When one event affects the occurrence of another in probabilistic way (dependent relationship)

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32
Q

What is contiguity

A

two or more event close in time ( temporal) but may not be dependent on the other ( not functional)

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33
Q

Define operant contingency

A

when a behaviour is dependent on its consequence

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34
Q

Define respondent contingency

A

a stimulus is dependent on a stimulus or antecedent- antecedent

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35
Q

Generalized reinforcers

A

A generalized reinforcer is a conditioned reinforcer that have been paired with other reinforcers

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36
Q

What are the methods for response-to-reinforcement delay

A
  1. building up the delay
  2. providing reassurance
  3. bridging the gap with an activity
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37
Q

define naturals reinforcement

A

Natural reinforcers are those that occur outside the context of the intervention

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38
Q

What does descriptive praise often function as?

A

Descriptive praise can function as a rule for future behaviour

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39
Q

contrived reinforcements

A

Are reinforcement that are implemented as part of an intervention

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40
Q

What is rule-governed behaviour/ instructional control?

A

behaviour that is governed by a rule where the consequence can be far away but the behaviour occur.

Opposite of contingency shape behaviour where behaviour is shaped by it direct consequence

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41
Q

How can you tell if a behaviour is under instructional control

A
  1. being in contact with the rule once will increase behaviour
  2. will emit behaviour without being reinforcers directly
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42
Q

What is a benefit of a generalized reinforcer?

A

usually does not get satiated
can be used to reinforce a wide range of behaviour
does not depend on any one state of deprivation
is not dependent on a MO for a particular reinforcer

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43
Q

Explain the response- deprivation hypothesis

A

one behaviour may be reinforced by contingent access to a second behavior

The effect depends upon the second, reinforcing behavior being restricted to occur at a lower rate, relative to the first behaviour then they would occur in free operant

this behaviour can be reinforcing even when a low probability behaviour is made contingent on a higher behaviour.

this is because value was altered since deprived the one behaviour to lower then baseline

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44
Q

Define Premack principles

A

two behaviours with a different probability of occurrence under free operant conditions, the low probability behaviour can be reinforced when its occurrence produce access to high probability behaivour

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45
Q

Give examples of application of the Premack principle

A

you can have dessert after eating vegetables

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46
Q

what is complex/ compound schedules of reinforcement

A

a schedule of reinforcement consisting of two or more elements of a simple schedule or simultaneous arrangement/combination of the elemtns (CRF, FR,VR,FI,VI, DRH, DRL and extinction)

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47
Q

what is alternative schedules

A

provide reinforcement to the behaviour once it meets the two criteria of the simultaneous reinforcement schedule

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48
Q

What does variable interval responding look like?

A

stable moderate steady rate

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49
Q

What does variable ratio schedule responding look like

A

high steady rate

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50
Q

what is limited hold

A
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51
Q

what schedule uses a limited hold procedure

A

fixed interval, and fixed ratio

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52
Q

Which reinforcement schedules causes a break and run

A

fixed ratio

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53
Q

What is an intermittent schedule

A

any schedule other then CRF were some responses are reinforced and some are not

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54
Q

What is differential schedules reinforcement

A

Differential schedules of reinforcements are reinforcing behaivour that meet a certain critieria

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55
Q

What are the differential schedules of reinforcement

A

Differential reinforcement of diminishing rates (DRD) - reinforcement schedule where reinforcement is provided when the rates is lower in set amount

differential reinforcement of high rates (DRH) - schedules of reinforcement based on meeting an increasing criterion

Differential reinforcement of low rates - schedules of reinforcement for low rates either longer interresponse time, certain amount per session.

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56
Q

what is a chain schedule

A

a schedule of reinforcement
two or more basic schedules
usually a discriminative stimulus correlated with each schedule
and behaivour have to meet criterion for reinforcement to be developed

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57
Q

what is a concurrent schedule

A

two simple schedules occur simultaneously but independently
two or more behaviour
and can choose to respond to one of the schedules

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58
Q

conjunctive schedules

A

A schedule of reinforcement that
two or more schedules of reinforcement must be completed before receiving a reinforcement

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59
Q

what is the matching law

A
  • for contingency shaped behaviour
  • independent ( won’t affect reinforcement in other schedule)

Based on interval schedule - will respond to the schedule that provide the most reinforcement proportionally instead of responding evenly between the two.

Ratio schedule - will respond 100% more to the one with denser reinforcement

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60
Q

What does the matching law generally pertains to?

A

concurrent
Variable interval schedules
independent

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61
Q

Behaviour Analysis of choice-making

A

momentary allocation of responses across concurrent schedules of reinforcement

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62
Q

behaviour analysis of preferences

A

pattern over time of allocating responses to one schedule more than others that are available

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63
Q

What is the responding in a concurrent interval schedule based on matching law

A

will respond proportionally to the interval schedule with richer schedule

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64
Q

what is the responding on a ratio schedule based on matching law?

A

respond to the richer schedule in ratio schedule for matching law

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65
Q

How Can you set up a concurrent schedule to reinforce alternative behavior

A

dense schedule of reinforcement
interval-based (less likely than ratio schedule to be responded in an all or nothing manner)
variable ( more behaviour for variable then fixed interval schedules)

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66
Q

What does the matching law help us understand with problem behaviour

A

once response class for that problem behaviour has been identified the matching law can help us understand the relative rates of its member that occur infrequently

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67
Q

How to keep punishers more effective

A

varying stimuli used as punishers
functionally-effective aversive consequences
reinforcing consequences for acceptable alternative behaviors
keep problem behaviour from producing reinforcement
alternatives to the problem behaivour should be richly reinforced ideally with same or similar reinforcer that maintain problem behaviour

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68
Q

What are the ethical consideration for timeout

A

consider individual’s right to be free from unnecessary or overly intrusive isolation
safe, protected from bodily harm
monitored and supervised
administrative and informed consent

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69
Q

Guidelines regarding time-out

A

1-5 minutes and 2-10 minutes are effective
15 minutes + are not and lead to undesirable behavioural effect

shorter timeout and generally more effective ten longer timeout

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70
Q

What are the guidelines for the effective implementation of a timeout

A

not explaining the procedure when implementing it
requiring appropriate behaviour when ending the time out whenever possible
using it consistently (same procedure for same form of intensity of behaivour for every occurrence of that behaviour)

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71
Q

What to ensure before using timeout

A

natural environment is reinforcing
clearly define problem behaviour
minimize reinforcement for problem behaviour

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72
Q

when delivering a response cost or time out ( punishment) you should ___________

A

be calm and factual

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73
Q

when is it not appropriate to use a timeout

A

safety risk
when it function as a reinforcer like a behaviour maintained by escape, avoidance negative punishments) or automatic stimulation

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74
Q

What are the difference between direct or indirect contingencies

A

contingencies can be direct or indirect

direct contingencies are: consequences to behaivour as a result of the performer’s behaviour (automatic)

indirect contingences: socially mediated consequences that require effort or action of another person

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75
Q

Guidelines for effective use of response cost include

A

clearly communicated rules
creating a zero balance of reinforcers
not be increased in small increments (increasing fines in small increments makes the punisher ineffective

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76
Q

how to enhance a behaviour reduction program

A

conditioned punisher ( ex. no), can reduce the need for the unconditioned punisher and can be used when the unconditioned punisher cannot be used.

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77
Q

Techniques to increase cooperation with the response cost procedures

A

clearly communicate the rules
ignore emotional outburst
have calm and factual interaction
include response cost fine on the tokens price chart
return part of the fine for appropriate behaivour and avoid face to face confrontation

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78
Q

practices’ to contribute to effectiveness of punishments procedure

A

reducing the EO for the reinforcer for problem behaviour
maintaining the overall level of reinforcement
using variety of punishers
delivery of the punisher in the behaivour chain
having a clear discriminative stimulus for punishment

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79
Q

What are qualities of a generalized conditioned reinforcer

A

generalized conditioned reinforcers = generalized reinforcers, items or events that have been associated with access to various backup reinforcers

can be paired with primary or secondary reinforcers so should be able to be access to multiple items

some generalized reinforcers do not need back up reinforcement like praise

likely to be reinforcing at any time even long after the behaviour has been reinforced

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80
Q

What makes a conditioned reinforcer effective?

A

MO in place for the unconditioned reinforcer that have been paired

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81
Q

How are secondary reinforcers developed

A

Conditioned reinforcers aka secondary reinforcers established by:

pairing a neutral stimulus with primary or secondary reinforcer

are personal/ unique to individual because need to have a MO to what is paired with

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82
Q

Process of undoing a conditioned stimulus/conditioned stimulus pairing

what are the effects

A

Stop presenting the conditioned stimulus with the unconditioned stimulus or the stimulus it is paired with

pairing will become weak and behaviour emitted will decline and slowly extinguish

describe respondent extinction
reduces responding to the cs
alters the function of the cs

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83
Q

Define extinction

A

A behaviour reduction procedure
extinction occurs when response can occur bit it no longer produces a reinforcing consequence

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84
Q

Define response blocking

A

response blocking - prevents the behaviour from occurring

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85
Q

Define spontaneous recovery

A

re-emergence of behaviour during extinction even though reinforcement has not occurred

does not indicate extinction is not working

temporary effect followed by decrease in behavior

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86
Q

What causes a new or variable behaviour

A

response with no reinforcement engage in new/differnt behaviour (this behaviour doesn’t work, got to find a new one)

but if recieve same type and quantity of reinforcement there is no MO in ffect for new behaivour

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87
Q

What are the effects of accessing a reinforcing stimulus?

A

delivering a reinforcing stimulus may increase rates of a response under similar conditions in the future

momentary satiating effect - decreasing the EO for the stimulus

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88
Q

Define SD ( Discriminative stimulus)

A

A stimulus that correlates with the availability of reinforcement

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89
Q

Define stimulus control

A

frequency, latency, duration or amplitude of behaviour is altered by a antecedent stimulus

A stimulus can control multiple behaviours

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90
Q

Define Unconditioned/ Primary reinforcers

A

function as reinforcers without the need for conditioning/learning (phylogenic)

common across all members of a species

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91
Q

How to ensure that the behaviour is under appropriate stimulus control

A

behaviour is made only in the presence of a correct stimuli and not in the presence of similar stimuli

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92
Q

To establish discrimination

A

discrimination results from differential reinforcements

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93
Q

What is a conditional discrimination

A

consists of a stimulus and a three term contingency = stimulus + SD+ behaviour + consequence

response is reinforced in the presence of one atecedent stimulus (the intended SD) only when certain conditions are met or other antecedent stimuli are present

(washroom - raise hand and have hall pass available)

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94
Q

What is a simple discrimination

A

response is reinforced in the presence of a particular antecedent stimulus

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95
Q

Discrimination is the result of ____________

A

differential reinforcement

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96
Q

how to teach discrimination

A

random presentation
embedding stimuli in similar stimuli help with discriminating vs. waiting till master of one to learn the other.

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97
Q

teaching concepts involves

A

concept - set of shared features found in each example of the concept

concept formation = GENERLIZATION WITHIN class ( stimuli that represent the concept) AND DISCRIMINATION BETWEEN STIMULUS CLASS ( items that are not examples)

differentially reinforce examples of concepts ( reinforce responses to correct concept If concept is red - teach generalization of using different shades of red

  • have examples that are close to the sample only vary in one of its necessary features to help with discrimination (if concept is red, teach pink, blue as non examples. - discrimination between stimulus class
  • teach rules that define a concept

Overall:
- differentially reinforce responses to the example of the concept
- extinguish responses to non- examples that are very similar to examples
- teaching a set of rules that define the critical features of a concept
- selecting examples and non-examples that prevent extraneous features from acquiring control over responding.

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98
Q

concept formation requires

A

concept formation = GENERLIZATION WITHIN class ( stimuli that represent the concept) AND DISCRIMINATION BETWEEN STIMULUS CLASS ( items that are not examples)

involves generalization within a stimuli class ( ex. seeing different kind of oak trees as oaks OR SEEING TREES AND FLOWERS AS PLANTS, seeing red and being able to identiy differnt shades of red )

discrimination between stimulus classes ( differentiating between different trees, maple pine does not = oak)

if non examples are too different from the examples, stimulus control won’t be as precise.

99
Q

Define Antecedent Stimulus class

A

set of stimuli that share a common relationship - evoke same operant response class or elicit the same respondent behaviour

100
Q

teaching simple discrimination

A

one response and at least two stimuli
reinforce or extinguishing a single response

reinforcement of a single response topography under particular stimulus conditions

extinctions of a single response topography under particular stimulus conditions

101
Q

What is Discrimination

A

behaviour occurs in the presence of a particular stimulus condition and does not when those stimulus condition aren’t there.

102
Q

What is stimulus discrimination

A

restricting or narrowing stimulus control (narrowing the range of stimuli that evoke a given behaviour)

this is done by reinforcing a particular behaviour under a decreasing range of stimulus condition

allows a behaviour to occur in one consequence in a particular setting and another consequence in other setting

103
Q

What is response generalization (response variation)

A

variation in the topography ( formally distinct) of the behaviour compared to when it was trained but serves the same function

occurs when the trained response fails to produce reinforcement ( on extinction)

variation can them be shaped into a new behaviour

104
Q

What is a fourth term in a three term contingency

A

The fourth term is known as a conditional stimulus - the presence or absence alters the function of the antecedent as a signal for the type of consequence the response will produce

105
Q

when does a stimulus change decrement occur?

A

occur when a decrease in responding is due to change in the SD

the mathematical difference (i.e., the decrement) in the rate of responding from the original Sd to a variant SD is the stimulus change decrement

106
Q

The effect of conditioning on future responding is strongest?

A

The conditions are the same as or similar to training

107
Q

what is the generalization gradient

A

generalization gradient is when rate of responding decrease because the stimulus varies from the original stimulus that it was taught

108
Q

what is stimulus generalization (setting/situation) generalization

A

established behaviour occuring in novel stimulus condition

109
Q

what is stimulus change decrement

A

the mathematical difference (i.e., the decrement) in the rate of responding from the original Sd to a variant SD is the stimulus change decrement

110
Q

What does the y-axis and x-axis of a stimulus generalization gradient represents

A

y-axis = amount of behaviour
x-axis = range of values of a parameter of a stimulus that deviates from the training stimulus

111
Q

What relationship does the gradient graph depict?

A

The relationship of these values - degree of stimulus control that is lost when the parameter of the stimulus changes by some amount.

112
Q

What does the curve depict on the generalization gradient graph?

A

represents the specific stimulus value in the presence of which responses have been reinforced

113
Q

What is a MO

A

environmental variable ( object, event or stimulus) that has a value-altering and behaviour-altering effect

relates to the effectiveness of the reinforcer

effect is on current behaviour

114
Q

What is a UMO?

A

Motivation operations that either alters the value of a stimuli without prior learning. Because it does not need prior learning it is a value=altering affect.

alters the value of a primary reinforcer

115
Q

What are value-altering effect

A

two types of value-altering effect
1) establishing operation - increase the reinforcing effectiveness of some stimulus object or event
2) abolishing operation - decrease in reinforcing effectiveness.

116
Q

what are the behaviour-altering effects

A

Behaviour -altering effect: change in current frequency, magnitude, latency, relative frequency or duration of the behaviour

1) evocative effect - increases the current frequency of behaviour that has been reinforced by some stimulus, object or event
2) abative effect - decrease in the current frequency of behaviour that has been reinforced by some stimulus

cannot evocative and ablative effect can have an effect on separate behaviours but not the same one

117
Q

What is an example of UMO

A

deprivation or satiation for food, water, sleep, activity, oxygen, any increase or decrease in aversive physicals condition such as body temperature or pain

118
Q

What is a CMO

A

motivating variables that alters the reinforcing effectiveness of other stimuli, objects or event as a result of organism’s learning history

momentarily alters frequency of behaviour that has been reinforced by other events

119
Q

What are the three kind of CMOS

A

all three are motivationally neutral until it’s relation to another MO or to a form of reinforcement or punishment

  1. surrogate condition motivational operation (CM0-S)
  2. reflexive condition motivational (CMO-R)
  3. Transitive condition motivational (CMO-R)
120
Q

What is a CMO-S

A

neutral stimulus that acquired its MO effects by being paired with s UMO

it then replaces that UMO

Ex. needing to use the washroom when seeing it when you didn’t need it before. It evokes that response because it using s washroom was paired with a full bladder

121
Q

What is reflexive CMO (CMO-R)

A

any stimulus that systematically precedes the onset of worsening or improvement becomes a CMO-R. (warning signal)

CMO-R is a learned warning stimulus of something aversive. For example, a work evaluation was a neutral event but if your pay was reduced then when another work evaluation is presented it would warn you of the negative consequence. Not an SD because the absence of the work evaluation doesn’t mean you will get a raise.

122
Q

What is CMO-R Analogous and why

A

discriminate avoidance procedure

CMO-R use to be a neutral event but then it signal an aversive event when it presented so avoiding it can lead to that event not occurring so it is a “warning signal”

123
Q

A surrogate CMO would depend on what kind of relationship with MO

A

Temporal relationship
CMO-S was neutral then paired with a MO

124
Q

What is transitive CMO (CMO-T)

A

when an environmental variable establishes the effectiveness of another event as a reinforcer or punisher

alters the value of another stimulus

all UMO also function as CMO-T - CMO-T is what makes the conditioned reinforcers have value

125
Q

What is an SD

A

An SD presence correlated with the differential availability of an effective reinforcer in the past

What the stimulus signal should be a reinforcer

126
Q

what is repertoire-altering (function altering) effect

A

When the consequences can change the organism’s repertoire causing the organism to behave differently in the future

127
Q

What factor allows long-delays to control behaviour

A

consequences should be larger, more valuable, and more certain to happen

128
Q

A type of long-delayed outcomes that interferes with behavior control

A

small cumulative or improbable

129
Q

What kind of behaviour does direct reinforcement produce

A

direct reinforcement should produce contingency shaped behaivour or direct-acting contingencies. They reinforcement should be immediate because the longer the delay the potential that another behaviour is being reinforced

130
Q

What does delayed consequences have to be paired with for it to be effective

A

instructional control and rule following will allow for delayed consequences to be effective but that means delayed consequence is for rule govern behaviour

131
Q

Why are rules and verbal statements effective?

A

rule following creates a motivation condition such that if you break the rule it will lead to a aversive motivating condition

ex. i will study one hour each day for the certification exam can create guilt and anxiety for not studying

it is also effective if the rule giver is consistent with its reinforcement. If the rule giver doesn’t reinforce the rule following it increases the probability that direct acting contingencies will control behaviour

132
Q

What are rules

A

establishing operations

133
Q

What is the formal and function of language

A

formal properties of language - topography of a verbal response

function of language - causes of that response (why)

134
Q

What is verbal behaviour

A

behaviour that is reinforced through the mediation of other persons.

verbal relations (tacts, mands, echoics, textual, and intraverbals) is behaviour ad its controlling variable

135
Q

What is an intraverbal

A

controlled by SD

response may have formal similarity but not point to point correspondence

( answering questions, having conversations)

136
Q

Define Mand

A

form or response (word, sign, gestures, ) under the functional control of a motivating operation and history of specific reinforcement

137
Q

Define Tact

A

verbally identify aspect of the physical environment

under control of a nonverbal discriminative stimulus and conditioned reinforcement ( generalized)

138
Q

List the five verbal operants

A

Mand
Tact
Duplic (Echoic, motor imitation, copying text)
Codic ( textual, spelling)
Intraverbal

139
Q

When are the variables that make a mand occur

A

Mand only occurs in a state of deprivation or aversive stimulation

Can occur without an SD

may not always receive something after a mand so doesn’t also have to have a consequence

140
Q

The form of a mand may be influenced by?

A

The form of mand may be influenced by SD

  • if person is a signer the mand will be signed so that the listener understand
141
Q

What is a mand reinforced by

A

specific reinforcement

142
Q

What does the word mand dervied from

A

command, countermand, demand

143
Q

Define Duplic: Echoic

A

control is auditory SD
formal similarity betwene stimulus and response

144
Q

formal similarity

A

the response product are in the same snese mode

145
Q

What is Tacting controlled by

A

controlled by nonverbal object, event, relation, or property in the immediate environment

146
Q

what is an autoclitic

A

are qualifier to words our sentences

147
Q

what is Manding tends to be mainted by

A

acquiring the object/event manded

148
Q

what is tacting maintained by

A

generalized conditioned reinforcement (ex. praise)

149
Q

stimulus equivalence

A

teaching 2 responses (discrimination) lead to symmetry, transitivity, and reciprocity

150
Q

what is derived relation

A

results of untrained relations - not taught or reinforced

151
Q

what are the derieved relation

A

affect behaviour similarly, are not directly taught and do not depend on physical similarity

152
Q

what is emergent relation

A
153
Q

what is stimulus-stimulus relation

A

relationship between any two members of a stimulus class, where all members of the class evoke similar repones

154
Q

what do All stimuli within an equivalence class share

A

may not have formal resemblance but interchangeable in terms of their effect on behaviour

155
Q

what is an equivalence class

A

interchangeable in terms of their effect on behaviour ( can be taught or derived)

if one evokes a emotional repsonse then the other one in the clas would be an emotional response

156
Q

what is reflexitivity

A

learner selects a comparison stimulus that is identical to the sample

Matchign a picture to apple to apple
mathcing to identical item or to itself

157
Q

What is symmetry

A

leaner is taught to select B given A and then select B with no futher teching

TAUGHT TO GET PIC OF APPLE WHEN WE SAY “APPLE” THEN HE CAN CAN APPLY WHEN WE SHOW APPLE

158
Q

what is transitivity

A

Taught to select B when given A
and Select A when given C

then can select b and C and cand b without further teaching

159
Q

what is a celeration, when do you use it?

A

use celeration to measure change

ratio of two response rates ( measure of change) divided by measure of time between the two response rate

acceleration - increase in behaviour
deceleration - decrease in behaviour

160
Q

What is duration

A

Measure of time from the beginning to the end of a response

161
Q

What is a rate

A

number of responses per standard unit of time

162
Q

What is topographical definition

A

describes behaivour to its form

use topigraphical definition when don’t have access to functional outcome of target behaviour or can’t rely on the function because the function is inconsistent

163
Q

What is a functional definition

A

describes behaviors in terms of the function they serve.

functional definition does not describe specific behaviour

164
Q

What is needed in an operational definition

A

objectivity - ( observable characteristics of the behaviour or environment)
clarity - ( unambiguous)
completeness - ( explanation of the boundaries or parameters; delineation of what is included and excluded

165
Q

What is completeness in an operational definition

A

completeness - one the delineates the boundaries of a behaviour

166
Q

How do you address different intensity of behaviours

A

important to address all members of the response class

interveene on all topogrpahies ( regardless of frequency/intensity) as long as they are under the control of the same set of variables ( same response class)

167
Q

What is the response class theory

A

address the entire response class
controlled by the same variables and should be similarly evaluated and treated

ex. aggressive gestures should be treated the same as aggressive acts

treating the response class ensure that another response in that class won’t increase because one decreased.

168
Q

What is a permanent product - is it a direct or indirect measure of behaviour

A

permanent procedures is actually a meausrement of a change in the enviornment produced by behaivour

pictures, test may seme indirect but produce directed by the behaivour so is direct and indirect at the same time

169
Q

What should you not do in defining a behaviour

A

do not define it based on behaivour of others or reaction of others

ex. aggression is when someone cries after getting hit

170
Q

What are 3 measurable dimension of behaviour

A

repetability - instances that can be counted
temporal extent - instance of behaivour that occur during some amount of time
temporal locus = instance of behaivour at a crtain point in time with respect to other events

171
Q

What is proficiency when it comes to rate

A

rate is used to measure proficient responding which is about accuracy and how rapid.

rate is the only measure that reflect both of these dimensions

172
Q

what is the minimum of opportunities to use percentage

A

30 - if it’s too low it may overestimate or underestimate the amount of behaviour that occur

173
Q

When to use rate

A

when observation sessions vary in duration, convert frequency to rate to allow for meaningful comparisons

174
Q

what is continuous recording

A

recording behaviour continuously throughout an observational period in order to capture all instances of the target response.

175
Q

What is event recording - when is it used

A

measures frequency with which a response occurs and provide a way to record all instances of the target response.

useful when intervention goal is to increase or decrease the frequency of responding.

176
Q

what is another word called event recording

A

tally method

177
Q

how do you calculate total latency

A

calculated by adding together the amount of time between each environmental event and the beginning of the Reponses that follows it

178
Q

what is latency

A

A temporal measure, the time from the state of the stimuli to initiation of the response

179
Q

What is the relationship between IRT and response rate

A

the higher the rate of response, the shorter the IRT and vice vera.

it is used in applied settings for DRL and DRH components and basic research that study of reinforcement

180
Q

What is the topography of behaviour

A

refers to its appearance, shape, form,

181
Q

is topography a measurable dimension of behaviour

A

measurable dimension of behavior and is responsive to being shaped b environmental consequences

182
Q

what is magnitude

A

the magnitude of a behaviour is the force strength, or intensity which a response is emitted.

magnitude is identify by the emission of a behavior at or above/below an identified intensity

183
Q

what is trial criterion?

A

is a measure of response opportunities needed to achieve a predetermined level of performance

184
Q

what is trial criterion used for?

A

learner’s increasing competence in acquiring a related class of concepts

185
Q

When using whole-interval recording, which length of interval underestimate the actual rate or duration of the target behaviour

A

when it is divided into long intervals - it is better to have shorter interval, more accurate.

186
Q

when do you sample for momentary time sampling

A

at the end of the interval

187
Q

when do you use whole interval time sampling?

A

continuous behaviour
no clear start and end

188
Q

Why do whole-interval recording lead to underestimation

A

behaviours rarely occur for the whole interval sometimes they pause during the interval and that can lead to underestimation because it won’t be counted.

189
Q

what is another word for time-sampling

A

discontinuous measurement is the same

190
Q

What are some features of Time Sampling Data Collection

A

inehrent inaccuracy
reported as a percent or percent of intervals
are popular

191
Q

What are some inherent limitation to partial-interval recording

A

underestimates frequency
overestimate duration

but with smaller interval can mitigate it.

192
Q

What time sampling procedure should you use to decrease behaviour

A

conservative approach
partial interval recording - overestimate duration of behaviour

193
Q

What time sampling procedure to use when increasing behaviour

A

conservative approach - use whole interval recording because it underestimates the duration of the behavior

194
Q

partial interval recording - what does it underestimate and overestimate

A

underestimate frequency
Overestimate duration

195
Q

time-sampling cannot be used when____

A

the behaviour is less then once per 15 min

196
Q

what is time-sampling?

A

partial, interval, momentary sampling procedures

197
Q

when to use occurrence agreement

A

when there is low responses

198
Q

when to use a nonoccurrence agreement?

A

when there is high rate of response it is better to use nonoccurrence’s

199
Q

Ways to obtain more accurate interobserver agreement

A

observe from the same vantage point

200
Q

What two dimensions do IOA touch on?

A

reliability - consistent results across repeated applications) higher the IOA, the more reliable it is

believability - the extent to which consumers of data have confidence that it provides a credible basis for interpreting events - higher IOA higher believability

201
Q

What is scored IOA and how to calculate it

A

intervals where both observer recorded an occurence / number of intervals one or both observer recorded an occurence

202
Q

what is interval by interval data

A

number of agreement of occurance and nonoccurance /total number of intervals

203
Q

how to calculate IOA based on frequency or duration

A

lower frequency/ higher frequency x 100

lower duration/higher duration x 100

204
Q

What is correct nonoccurance (unscored interval) IOA

A

both agree on nonoccunace/ nonoccurance by one or both

205
Q

Factors to ensure accurate interobserver agreements

A

should observe from the same vantage point

206
Q

What negatively influence interobserver agreement

A

reactivity - the presence of an observer may influence the behaviour being observed

observer drift - over time, observers interpret or apply operational definitions differently or inconsistently

Complexity - complex data collection systems (e.g., several target behaviours / several subjects) increases error in data collection

Expectancy - preconceived notions about the behaviours and or person being observed may bias data collection

207
Q

what is accuracy

A

if the measurement system reflect or closely approximate the true values of an event

208
Q

what is believability

A

The extent to which consumers of data have confidence that it provides credible basis for interpreting events

209
Q

How to make data more believable?

A

quality measurement system
the use of system has high IOA scores

210
Q

Partial interval collection system

A

without clear onset and offset, varying durations want to reduce

good for multiple behaviours

211
Q

whole interval collection system

A

no clear onset and offset
want to increase

212
Q

when should you not use frequency measures

A

do not use when it varies in intensity or duration - if those dimension are important

do not use when it is too rapid to count

213
Q

what is a limitation of momentary time sampling

A

it can underestimate and over estimate behaviour

214
Q

when should momentary time sampling be used

A

observation cannot be maintained continuously

to decrease rate or duration

215
Q

what measurement are used on the x-axis

A

time periods (minutes years or response opportunities)

216
Q

what measurement are used on the y-axis

A

dependent measures

217
Q

when to use a scale break on a x-axis

A

discontinuity in time

218
Q

when to use a scale break on a y-axis

A

discontinuity in dependent variable to represent variability that is of social significance

219
Q

what is equal interval graph, when to use it

A

line graph where both of its axes are numbered with equal interval scales

successive measurements

220
Q

how long should the vertical axis be?

A

5/8 of the length of horizontal axis

221
Q

when to use a cumulative graph

A

line graph that shows the cumulative instances of bx

222
Q

when to use a line graph

A

measures continuous measure over time - appropriate for successive measurements of behaviour across time

line graph includes standard celeration, equal interval graph, cumulative record/

223
Q

when to use bar graph

A

use for displaying summary data

224
Q

when to use pie graphs

A

proportion of a total or to dive one into parts

225
Q

when not to use scale break

A

if a big range of low values and high values in y-axis

226
Q

when to use standard celeration chart

A

analysis of variability at very high and low rates

227
Q

what is Cumulative record

A

cumlative record - reflect the total number of resposnes from previou session and current

steeper the slope line, the higher rate of resopnding, flat line no responding

cumulative learning - so no decreasing trend will occur

  • sensitive to small changes of behaviour
228
Q

when not to connect data points

A

data points that fall on either side of phase line, discontinuities of time, across periods in which data were not collected, across scale break

229
Q

how does a log graph look like

A

y-axis is a log scale - equal distances on the graph or equal ratio

time series graph

230
Q

how does cumulative record look like

A

an increase in slope, flat lines are zeros but never a decrease

on a culmative graph if it reaches the time of the ordinate, the next point reverts to the bottom of the ordinate

smooth cumulative means rate is steady

231
Q

how does equal interval look like

A

x-axis values same as y-axis and is equal
it is a time series graph

232
Q

how to find highest local rate on cumulative graph

A

look at the steepest section of the line

233
Q

how to find the most responses in the cumulative graph

A

line that rises the most

234
Q

how to find the most variant in cumulative graph

A

most changes in responding

235
Q

how to calculate total count IOA

A

smaller count/ larger count x 100

236
Q

how to calculate mean count-per interval

A

interval 1 IOA + Interval 2 IOA + Interval n IOA / N interval x100

237
Q

Exact count-per-interval IOA

A

Number of interval of 100% IOA / Number of intervals

238
Q

trial by trial IOA

A

number of trials agreed / total number of trials x 100

239
Q

total duration IOA

A

SHORTER DURATION/LONGER DURATION X 100

240
Q

MEAN DURATION - PER OCCURANCE

A

Duration IOA 1 + Duration IOA2 + Duration IOA / number of duration IOA x 100

241
Q

Interval by Interval IOA

A

Numbers of interval agreed / number of interval x100

242
Q

Scored IOA

A

Number of Scored (occurrences) both agreed / Total occurrences that at least 1 agreed X100

243
Q

Unscored IOA

A

number of both scored nonoccurrence’s / total nonoccurrence that 1 agreed x 100

BCBA-CERT (8 decks)

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