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ABA Flashcards > Final > Flashcards

Final Flashcards

1
Q

Stimulus

A

Anything an organism can sense.

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2
Q

Stimulus Class

A

A group of stimuli that share some common property.

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3
Q

3 Types of Stimulus Classes

A

Formal: They look the same in some way.
Temporal: They precede or follow a response.
Functional: They produce the same response.

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4
Q

Two kinds of stimulus changes:

A

Antecedent: Stimulus change prior to the behavior

Consequences: Stimulus changes post behavior.

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5
Q

Stimulus changes controlled by other people.

A

socially mediated

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6
Q

Stimulus changes produced direcetly by the behavior.

A

automatic

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7
Q

What is the environment?

A
  • The circumstances in which the organism exists
  • Includes all of the stimuli capable of affecting the organism
  • Includes stimuli occurring within the skin
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8
Q

The environment is never…

A

unchanging

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9
Q

All behavior occurs in a…

A

context

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10
Q

Behavior

A
  • Iteraction between the organism and environment
  • Anything an organism does.
  • Behavior never stops – ever – it is a constant flow or stream
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11
Q

Response

A

An individual instance of behavior

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12
Q

Stumulus Response Learning (3 qualities)

A

Respondent behavior (reflex)

  • Specific responses to specific stimuli
  • Selected through evolution – hardwired into our system
  • Seemingly linked to species survival
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13
Q

A reflex is a…

A

Stimulus response relation (A stimulus elicits a reflexive response)

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14
Q

Respondent extinction

A

The CS is repeatedly presented without the US, the CR will decrease. This decrease in the CR due to repeated CS presentation is called respondent conditioning.

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15
Q

Reinforcement can come in two ways…

A
  • Socially Mediated

- Automatic

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16
Q

In order for a stimulus change to function as a negative reinforcer

A

some aversive condition must exist prior to the behavior.

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17
Q

Negative reinforcement comes in two ways…

A

Escape

Avoidance

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18
Q

What is extinction?

A

The withholding of a reinforcer for a previously reinforced behavior

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19
Q

What is an extinction burst?

A

An increase in the behavior or other behaviors

that previously produced the specific reinforcer

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20
Q

What are two qualities of an extinction burst?

A
  • An increase in members of a response class

- You may also see other emotional responses

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21
Q

What is spontaneous recovery?

A

A small resurgence in the behavior after fully

extinguished

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22
Q

What is resurgance?

A

When you place a behavior on extinction, and it becomes extinguished,it is possible for other behaviors that were previously extinguished to re-emerge.

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23
Q

Once the behavior has reached 0, we say the behavior has been..

The process is…

A

extinguished

extinction

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24
Q

Punishment is not…

A

extinction

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25
Q

Extinction is only if…

A

the decrease in behavior results from withholding reinforcement following that behavior

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26
Q

Withdrawing refers to (and not extinction)…

A

negative punishement

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27
Q

Extinction is more effective after…

A

continious reinforcement

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28
Q

Increased motivation will…

A

increase resistance to extinction

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29
Q

Provide what for extinction?

A

signals

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30
Q

What is bootleg reinforcement?

A

Reinforcement that is not under your control or is unprogrammed.

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31
Q

What is a byproduct of extinction?

A

Aggressive/destructive behaviors

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32
Q

What three effects are you likely to see from extinction?

A
  • Extinction burst
  • Spontaneous recovery
  • Resurgence
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33
Q

What is continuous reinforcement?

A

Each occurance is reinforced

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34
Q

What is intermitten reinforcement?

A

Some occurances are reinforced

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35
Q

Continuous reinforcement is useful for…

A
  • Useful in initially selecting and strengthening new behaviors
  • Used during the initial stages of learning when responding is weaker
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36
Q

Intermitten reinforcement useful for…

A
  • Used when behavior is relatively strong or during maintenance phases of instruction
  • Helps promote resistance to extinction
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37
Q

All behavior must occasionally contact…

A

Reinforcement

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38
Q

We need to focus on shifting:

A
  • Continuous programmed reinforcement to intermittent programmed reinforcement.
  • Intermittent programmed reinforcement to naturally occurring reinforcement.
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39
Q

What is ratio scheadule?

A

Reinforcement is delivered based on the number of responses emitted.

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40
Q

What is interval scheadule?

A

Some amount of time must pass before a response produces reinforcement.

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41
Q

What is fixed ratio?

A

REINFORCEMENT IS DELIVERED AFTER A

FIXED NUMBER OF RESPONSES.

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42
Q

What are the fixed ratio scheadule characteristics?

A

-High rate of performance
-Post reinforcement pause (A period of time, following
reinforcement, where responding stops)
-Highly sensitive to extiniction

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43
Q

What is variable ratio?

A

-REINFORCEMENT IS DELIVERED AFTER A
VARIABLE (AVERAGE) NUMBER OF
RESPONSES

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44
Q

What are the interval scheadule characteristics?

A
  • Very high, steady rate of responding
  • Little or no post-reinforcement pause
  • Resistant to extinction
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45
Q

What is fixed interval?

A

-FIRST RESPONSE after a fixed amount of time is reinforced.

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46
Q

What are fixed interval characteristics?

A

-Slow to moderate rate of responding
-Very large post-reinforcement pause
relative to schedule
-Response rate increase toward end of
interval
-Highly sensitive to extinction

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47
Q

What is the scallop effect?

A

Response rate increase toward end of

interval.

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48
Q

What is variable interval scheadule?

A

FIRST TARGETED RESPONSE AFTER A
VARIABLE (AVERAGE) AMOUNT OF TIME IS
REINFORCED.

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49
Q

What are characteristics of variable interval?

A
  • Slow to moderate, steady rate of performance
  • Little to no post reinforcement pause
  • Resistant to extinction
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50
Q

What is a limited hold?

A
  • A contingency added to the end of a schedule of reinforcement to increase adherence to the schedule
  • Specifies a time period following the elapse of the interval during which a response must occur
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51
Q

In geneal, fixed scheadules…

A
  • Longer PRP

- Susceptible to extinction

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52
Q

In general, variable scheadules…

A
  • Short to no PRP
  • Steady responding
  • Resistant to extinction
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53
Q

When teaching a new behavior, you want to start with a…

A

Dense scheadule

54
Q

Scheadule thinning promotes… (3)

A
  • Maintenance of behaviors
  • Better patterns of responding
  • Resistance to extinction
55
Q

What is thinning?

A

Refers to gradually decreasing the frequency of reinforcer delivery.

56
Q

What is a ratio strain?

A
  • The ratio requirement increased too quickly

- The ratio requirement is too large for the reinforcer offered

57
Q

Witholding punishment could be considered…

A

unethical

58
Q

The punishment selected should be the..

A

the least restrictive alternative

59
Q

If using any punishment procedure…

A

develop clear guidelines and monitoring procedures

60
Q

What are the myths of punishment? (5)

A
  • Aversive procedures are non-normalized and unnatural
  • Reinforcement works better than punishment
  • Punishment should be a procedure of last resort
  • Treatment hierarchies protect people
  • Nonaversives can treat all problem behavior
61
Q

What is a punisher?

A

A STIMULUS CHANGE that decreases the p

62
Q

What is positive punishment?

A

A stimulus is presented following some behavior and this produces a decrease in the future occurrences of the behavior

63
Q

What is negative punishment?

A

A stimulus is removed following some behavior and this produces a decrease in futures occurrences of the behavior.

64
Q

Types of punishers…

A
  • Unconditioned punisher

- Conditioned punisher

65
Q

How to make a punisher effective? (5)

A
  • Introduce a punisher at high intensity
  • Make it immediete
  • Select a dence schedule
  • Decrease motivation to respond
  • Punish eary on in the chain
66
Q

What are possible punishment side effects? (3)

A
  • Countercontrol (efforts made by the organism to escape the punishing event)
  • Conditioned emotional or aggressive reactions
  • Generalized suppression (a suppression of all responding)
67
Q

What is behavioral contrast?

A

If a behavior is punished in one environment, it may increase in another environment.

68
Q

What is the dead man’s rule?

A

If a dead man can do it, it aint before.

69
Q

Punishers are defined functionally. What does that mean?

A

-They are defined by what they do (decrease the behaviors they
follow)

70
Q

What are the realities of using punishment? (3)

A
  • Most people are uncomfortable with it
  • Many people rely on punishment because delivering punishment can negatively reinforce the punisher’s behavior
  • It should always be considered a treatment component
71
Q

What are positive punishment procedures? (4)

A
  • Reprimand
  • Response blocking
  • Contingent work/effort
  • Overcorrection
72
Q

What are the characteristics of a reprimand?

A

-Also a commonly ineffective punisher

-May be effective for minor behaviors or
when heavy alternative reinforcement is
available

-Best used sparingly, or combined with
other interventions

73
Q

What is response blocking?

What is it useful for?

A
  • Physically intervening to block response completion
  • Often a treatment component
  • Useful for chronic behaviors such as stereotypy
74
Q

What is RIRD

A

-Response interruption and redirection (RIRD)
-Response blocking plus redirection to a high
probability behavior

75
Q

What is contingent work/effort?

A
  • Required effort expenditure following behavior

- There is no topographical relation between effort and problem behavior

76
Q

What is overcorrection and the two types? What are they good for?

A

Restitutional: Improve environment to state better than prior to behavior. Very effective with destructive behavior.

Positive practice: Repeatedly practice engaging in appropriate behavior. Very good for behaviors that require physical exertion

77
Q

Notes on overcorrection (4)

A
  • Problem behavior will typically occur when first implementing the procedure
  • Always do one more repetition than you think necessary
  • Provide repeated verbal instructions during procedure
  • Have extremely high standards
78
Q

Types of negative punishment

A
  • Response cost

- Time out

79
Q

Notes on response cost:

A
  • Most effective when combined with a token economy
  • Don’t let the individual dig themselves into a deep hole
  • Develop a rule regarding loss per unit of time
  • Loss of reinforcement should be obvious
  • Develop multiple levels of loss
80
Q

What is time out?

How do we make time out effective?

A 
-Removal of all reinforcement for period of
time
-A very common punishment intervention
-Also overused and sometimes ineffective
-In order for time out to be effective, the time-in
environment must be reinforcer dense
-Not a good option for escape-maintained
behaviors
81
Q

What are the two types of time outs?

A

Nonexclusionary: Not removed from location, but no reinf available

Exclusionary: Removed from location and directed to a safe confined space

82
Q

What can we also do to make time out effective? (4)

A
  • Clearly define behaviors that will result in TO
  • Make it pretty short
  • Develop TO exit criteria
  • Begin reinforcement when they get back
83
Q

How are new behaviors formed?

A

-Through this process of reproduction, variation, and selection, new behaviors are born

84
Q

What is differential reinforcement?

A

-It is the reinforcement of certain behaviors while placing others on extinction

85
Q

How also is a new behavior formed?

A

Reinforcing some behaviors and placing others on extinction.

86
Q

What are the types of differential reinforcement?

A
  • Incompatiable behavior
  • Other behavior
  • Alternative behavior
  • High rates of behavior
  • Low rates of behavior
87
Q

What is differential reinforcement of incompatible behavior?

A

Reinforce a behavior than cannot be performed at the same time as the problem behavior

88
Q

What is differential reinforcement of other behavior?

A

-Reinforce any behavior that occurs after the problem behavior has not occurred for some time.

89
Q

What are variations in the reinforcement of other behavior? (5)

A

Resetting Interval: Any occurrence of the behavior results in a reset of the amount of time
necessary to earn reinforcement

Continued Timing: Interval does not reset. The individual must go the remainder of the interval plus another interval

Momentary DRO: You reinforce if behavior is absent at the end of some interval of time.

90
Q

What is differential behavior of alternative behavior?

A

Reinforce an appropriate form of the behavior that gets the same consequence.

91
Q

What is differential reinforcement of high rates of behavior?

A

You reinforce only when behavior occurs faster than a certain level.

92
Q

What is differental reinforcement of low rates of behavior?

A

You reinforce only when behavior occurs slower or less than a certain level.

93
Q

What is positive reinforcement?

A

A stimulus is added to the environment following a response and the result is an increase in future behavior

94
Q

What is negative reinforcement?

A

A stimulus is removed from the environment following a response and the result is an increase in future behavior.

95
Q

Who was the founder of behaviorism?

A

Watson

96
Q

What was Skinner’s contribution?

A
  • Skinner expanded the theory and study of behaviorism
  • Sought to include all human behavior into the field of study
  • Came up with ABC
  • Thoughts and feelings should be counted as behavior (the radical part)
97
Q

What are the two minds of behavior?

A

Operant: Behavior learned through consequences
Respondent: Reflexes

98
Q

What is the purpose of science?

A

Better understand the phenomena of interest.

99
Q

What are the three levels of understanding?

A
  • Description
  • Prediction
  • Influence/control
100
Q

Attitudes of a good scientist:

A

Determinism: universe follows laws
Empiricism: knowlege is achieved through sensing
Experiment
Replication

Parsimony
Philosophic doubt

101
Q

We never explain behavior by…

A

other behavior

102
Q

Labeling behavior doesn’t…

A

explain behavior

103
Q

What is mentalism?

A

Generally refers to explanations of behavior that infer non-physical “mental” processes as causes.

104
Q

What are explanatory fictions?

A

Explanations that don’t actually explain or contribute to understanding; typically circular.

105
Q

In behaviorism, what controls behavior?

A

The environment.

106
Q

What are the dimensions of ABA?

A

Applied: Socially significant behaviors targeted.

Behavioral: Target the specific behavior in need of improvement; behaviors are observable and measureable.

Analytic: fundamental relations are discovered through manipulation of the independent variable while observing effects on the dependent variables

Technological: All procedures are described adequately to be replicable.

Conceptually Systematic: Procedures are derived from, and described in relation to, basic principles.

Generality: Behavior change lasts over time, is seen in other environements, and spreads to other behaviors.

Effective: Behavior changes to a socially significant degree.

107
Q

What is a reinforcer?

Name the three parts!

A

A STIMULUS CHANGE THAT INCREASES THE
FUTURE FREQUENCY OF THE BEHAVIOR IT
IMMEDIATELY FOLLOWS.

108
Q

Reinforcement changes the future responses in…

A

the same response class

109
Q

What is automaticity?

A

A STIMULUS CHANGE THAT INCREASES THE
FUTURE FREQUENCY OF THE BEHAVIOR IT
IMMEDIATELY FOLLOWS.

110
Q

What is rule governed behavior?

A

Behavior controlled by statements about contingencies

111
Q

What is contingency shaped behavior?

A

Controlled directly by the immediate consequences

112
Q

What are uncondionted reinforcers?

A

Require no learning to function as reinforces.

113
Q

What is stimuls control?

A
  • A response occurs in the presence of a stimulus, but not in it’s absence
  • A response occurs in the absence of a stimulus, but not in it’s presence
114
Q

What is a discriminative stimulus? (SD)

A

A stimulus that “signals” reinforcement is available for a certain response.

115
Q

What is a delta stimulus?

A

A stimulus that signals no reinforcement is available for a certain response.

116
Q

What’s as SDP?

A

Some stimuli are associated with punishment for certain behaviors.

117
Q

What is a prompt?

A

Supplemental stimuli that increase the

likelihood that a response will occur

118
Q

What are common response prompts?

A

Gestural
Modeling
Physical
Verbal

119
Q

How do you prompt fade?

A

Remove the prompt while the SD remains ◦ The SD comes to control the response

120
Q

What are the methods of prompt fading?

A

Most-to-least fading
Least-to-most fading
Time delay fading
Graduated guidance

121
Q

How do you do most to least prompt fading?

A
  • Start with most efficient prompt
  • Systematically decrease prompts with each successful response
  • If an error is made, you return to the last successful prompt
122
Q

How do you do least to most prompt fading?

A
  • Start with the least intrusive prompt
  • If no response or an incorrect response move to the next least intrusive prompt
  • Continue until you reach a prompt that results in the correct response
123
Q

How does time delay prompting work?

A
  • The form of the prompt does not change, only the delay to the prompt
  • Upon the first presentation of an SD, the prompt is immediately delivered
  • Upon the second presentation of the SD, the prompt is delivered after a few seconds
  • This continues until no prompt is necessary
124
Q

What is graduated guidance?

A
  • In close physical proximity to learner, provide assistance as needed
  • Immediately begin decreasing physical proximity
  • Increase physical proximity as errors occur or are predicted to occur
125
Q

Tips on prompts and prompt fading

A
  • A difficulty in transferring control of the response from the prompt to the SD
  • You should try to fade prompts as quickly as possible
  • Lingering on one prompt level too long can result in prompt dependency
  • If you find prompt dependency has developed and you cannot remove the prompt, consider switching to a different prompting hierarch.
126
Q

What are motivating operations?

A

Stimulus changes in your environment (things that happen to you) that

(1) influence the value of other stimuli as reinforcers (value-altering effect) and
(2) influence the probability of specific behaviors (behavior-altering effect).

127
Q

What are the two kinds of motivating operations?

A 
Establishing operation (deprivation)
Abolishing operation (satiation)
128
Q

What are the two effects of an establishing operation?

A 
Establishing effect (value-altering)
Evocative effect (behavior-altering)
129
Q

What are the two effects of an abolishing operation?

A 
Abolishing effect (value altering)
Abative effect (behavior altering)
130
Q

What is the difference between and SD and a MO?

A

A N M O C H A N G E S M O T I V A T I O N F O R S O M E C O N S E Q U E N C E A N

S D I S A S S O C I A T E D W I T H T H E
A V A I L A B I L I T Y O F T H E C O N S E Q U E N C E
MO vs SD

ABA Flashcards (2 decks)

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