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ABA Vocabulary > Content Areas 4, 7, & 8 > Flashcards

Content Areas 4, 7, & 8 Flashcards

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1
Q

Descriptive Assessment

A

method of obtaining information about the function a behavior that serves & guides the design of the intervention

  • direct observation
  • naturally occurring condition
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2
Q

Ways to Collect Descriptive Data

A

ABC Narrative Recording (data collected when behavior occurs & is open ended-notes)

ABC Continuous Recording (records behavior & presents antecedent/consequence-selected conditions based on interviews)

Ecological Assessments (gather information about the person & various environments where they live and work)

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3
Q

Ways to Measure Behavior

A
  1. Count
  2. Frequency
  3. Duration
  4. Latency
  5. Interresponse Time
  6. Celeration
  7. Trials-to-Criterion
  8. Percentage
  9. Magnitude
  10. Topography
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4
Q

Graphs Used

A

Line Graph-comparing pts. reveals the presence & extent of changes in level, trend, and/or variability w/in & across conditions

Bar Graph (Histogram)- doesn’t have distinct data points, contains discrete sets of data & group/average performance

Cumulative Record- primary use in EAB (Skinner), # of responses in each obs. period is added to the total # of responses from all prev. sessions, steeper slope=higher response rate, & compare slopes to analyze conditional effectiveness

Standard Celeration Chart-Ogden Lindsley, standardized way to analyze how frequency changes over time, semilogarithmic chart w/6- x10 cycles, scaling of the x/y axis

Scatter plot- shows relative distribution of individual measures in a data set w/respect to variables depicted by the x/y axis, data pts=unconnected, doesn’t show FR-just correlations/relationships

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5
Q

Procedures for Measurement

A 
Event recording (Count)
Timing (Duration)
Time Sampling
-whole
-partial
-momentary
-PLACHECK (group behavior)
-Permanent Product
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6
Q

Functional Analysis

A

Analysis of the function of a behavior wherein antecedent-consequences representing those in a natural environment are arranged w/in an experiment design so that their separate effects on the problem behavior can be observed & measured

  • Contingent attention (Positive R+)
  • Contingent Escape (Negative R+)
  • Alone (Automatic R+)
  • Control (Play)
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7
Q

Visual Analysis of Alt. Tx Design

A
  • Look for distance b/w the paths

* Undifferentiated when results are inconclusive

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8
Q

Functional Analysis (Pros/Cons)

A

Advantages:

  • clear demo of the variables that relate to the occurrence of a prob. beh.
  • effective R+ based on interventions can be developed w/less reliance on punishers

Limitations:

  • process may temporarily strengthen/increase prob. beh.
  • deliberate arrangements that promote the ben. may seem counterintuitive to persons outside ABA
  • Some beh. won’t be amenable for an FA
  • Contrived vs. Natural setting (other variables)
  • Time, Effort * Prof. Expertise Required
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9
Q

Designs

A 
AB
Reversal (ABAB)
Withdrawal (ABA)
Multiple BSL
Alt. Tx.
Changing Criterion
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10
Q

Visual Analysis (w/in conditions)

A
  • # of data points
  • variability
  • level (value on the x-axis)
  • trend (direction of path)
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11
Q

Visual Analysis (across conditions)

A
  • use variability/stability, level, trend
  • OVERLAP
  • mean/median lines can help compare levels b/w conditions
  • trend (change in direction/slope)
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12
Q

Task Analysis

A

Involves breaking a complex skill into smaller, teachable unit, where product=sequentially ordered steps/task

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13
Q

Constructing a TA

- How to Determine sequence of events

A
  1. Behavioral components are developed after observing a competent individual perform the desired sequence
  2. Consult w/ experts or persons skilled at performing task
  3. Perform task oneself
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14
Q

Assessing Mastery

A
  1. Single Opportunity (perform each behavior in TA in correct sequence)
  2. Multiple Opportunity Method (evaluates level of mastery across all behaviors-each ind. task)
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15
Q

Ways to Teach A TA

A
  1. Forward Chaining
  2. Backward Chaining
  3. Total Task Chaining
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16
Q

Behavior Chain Interruption Strategy (BCIS)

A

chain can be interrupted at a predetermined step so a new behavior can be emitted

17
Q

Breaking Inappropriate Behavior Chain

A

determining the initial Sd:

  • substituting an Sd for an alt. beh.
  • extending the chain
  • building in a time delay
18
Q

Target Behavior

A

WHOSE behavior is being changed and WHY

19
Q

Habilitation

Recomm. Re: Target Outcome

A

degree to which the person’s repertoire maximizes short & long term R+ and minimizes short & long term punishers

20
Q

10 Questions/Considerations to clarify social significance/habilitation value

(Recomm. Re: Target Outcome)
(Recomm. Re: Behaviors)

A
  1. Produce R+ in Nat. Env. after Tx.?
  2. Prereq. for other skill?
  3. Increase access to env. to learn other beh.?
  4. Allow others to interact with client more approp.
  5. Beh. cusp?/Pivotal Beh.?
  6. Age-Appropriate Behavior?
  7. Adaptive Beh. to replace it?
  8. Actual Problem or indirect?
  9. Real behavior of interest?
  10. Predispose others to interact w/the client?
21
Q

Validity

Recomm. Re: Target Outcome

A
  1. social importance of beh. change goals
    (assess performance of persons competent, experimentally manipulate different levels of performance)
  2. social acceptance of Intervention (scales/questionnaires=Likert Scale)
  3. Social Importance of Beh. change
    (compare to norm, ask consumers to rater person’s performance, ask experts to evaluate, use standardized assessments, test new levels of performance in nat. env.)
22
Q

Planning for generalized behavior change

Recomm. Re: Target Outcome

A
  1. Select Target Behavior that will meet nat. existing contingency of R+ (ultimate criterion: a beh. is functional only to the extent that it produces R+ for the learner in post env.setting)
  2. Specifying all desired variations/setting (list all ben. needed to be changed, list all settings/situations beh. should occur)
23
Q

Types of Target Behavior (Definitions)

A
  1. Topography (Shapes/form of behavior- All response forms) Example: + Beh. Statements
  2. Function (Effects on environment- All relevant forms, outcome/function=most important, simpler/more concise definition)
24
Q

Writing Operational Definition

A

Objective, Technological, Examples/Nonexamples, Set initial criteria

25
Q

Identify Potential R+’s

Recomm. Re:Intervention Strategies

A

Stimulus Preference Assessment

  • asking
  • free operant obs. (contrived/naturalistic)
  • trial based (single stim., paired stim., multi. stim.)

Reinforcer Assessment

  • Concurrent Schedule (2+ at same time)
  • Multiple Schedule (2+: 1 comp. at a time)
  • Progressive Schedule (as response requirements increase)
26
Q

Control Procedures for R+

A
  • NCR (fixed time/variable time)
  • DRO
  • DRA
27
Q

Use R+ Effectively

A
  1. Set easily achieved initial criterion
  2. High quality R+’s
  3. Varied R+ to maintain EO
  4. Direct rather than indirect R+ contingency
  5. Combine response prompts w/R+
  6. R+ each occurrence initially
  7. R+ each occurrence initially
  8. Use contingent attention & descriptive praise
  9. Gradually increase response-R+ delay
  10. shift from contrived to Nat. occurring R+
28
Q

Acceptable Alternate Behaviors

A

Differential R+ (R+/EXT)
-DRA
-DRO
(Select incompatible/alternative behaviors, use powerful R+, deliver consistently, R+immediate/consistently, w/hold R+ for problem behavior, combine w/other procedures)
-DRL
(Full Session, Interval, Spaced-Responding)

29
Q

Environmental Changes

A

Establish BSL

  • environmental stimuli before/after behavior
  • guide initial criteria for R+
30
Q
  1. Recommendations for self-administered consequences
A
  • Select small, easy-to-deliver consequences
  • set meaningful but easy criterion
  • eliminate “bootleg” R+
  • put someone else in control
  • keep it simple
31
Q

Effective self management programs

A
  • goal/define target behavior
  • self-monitor
  • create contrived contingency to compete with ineffective natural contingency
  • go public (share w/others)
  • Self-managment partner
  • evaluate/redesign

**Involve significant others

ABA Vocabulary (6 decks)

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