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ABSC 304 > Final > Flashcards

Final Flashcards

1
Q

Basic rights definition

A

Minimum conditions that we must provide for dependent people when we are caring for them and deprive them of their freedom

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2
Q

Basic rights example

A

Patient must have their own designated bed to sleep in.

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3
Q

Basic rights court holdings

A
  • Cannot withhold basic rights.
  • Cannot require certain bx in order to earn basic rights.
  • Must be non-contingent
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4
Q

Basic rights problems

A
  • Some individuals may be so severely debilitated that only basic rights may act as reinforcers.
  • W/o the use of these rewards, we might not be able to teach these individuals or control inappropriate bx.
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5
Q

Basic rights resolution

A

Take issue to Human Rights Committee

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6
Q

Institutional labor definition

A

Requiring people to engage in institutional labor to maintain or benefit the institution AND not justly compensating people for this work

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7
Q

Institutional labor court holding

A

Cannot require people to engage in institutional labor. If they want to work, must pay at same rate as employees outside the facility.

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8
Q

Institutional labor problems

A
  • More expensive to hire person with disability than outside facility.
  • Thus, no longer hired clients.
  • Thus, clients didn’t get experience in community/no chance to learn skills.
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9
Q

Institutional labor resolutions

A
  • Facility can require person to clean own room (personal housekeeping)
  • May offer jobs that would maintain facility (equal pay to ability)
  • Family-style exception
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10
Q

Family-style exception

A
  • Part of instructional program.
  • Must rotate jobs.
  • Benefit entire group
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11
Q

Aversive Procedure definition

A

application of aversive procedure used to decrease or stop behaviors

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12
Q

Aversive Procedure examples

A

shock, lemon juice, corporal punishment, seclusion, psychosurgery

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13
Q

Aversive Procedure court holding

A

Procedures cannot be used- there exists a protection from harm

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14
Q

Aversive Procedure problem

A

For some severely debilitated people, may need to use a procedure to control severe aggression or SIB

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15
Q

Aversive Procedure resolution

A

Some procedures cannot be used at all (corporal punishment and seclusion); but can use therapeutic time-out; Human Rights Committee

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16
Q

Human Rights Committee (8)

A

a. Eliminating a behavior that is more punishing or detrimental (dangerous to self or others) to the individual than the technique you are using
b. Tried less aversive techniques and they have failed
c. Professional literature indicates the procedure would work
d. Will be using for a brief period of time, taking data, and if not working, will stop intervention
e. Must be combined with positive approach to teach appropriate behaviors
f. Cannot be used for convenience of the staff, for retribution, or as a substitute for treatment
g. HRC approval
h. Guardian approval

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17
Q

6 ways people with intellectual disabilities have been characterized
HOBSSM

A

Holy innocent, Object of pity, Burden of charity, Sick people, Subhuman organism, Menace to society

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18
Q

Holy innocent

A

Disability was once seen as a gift given to them from God. No teaching provided.

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19
Q

Object of pity

A

We feel bad for people with disabilities b/c we think they are not capable of much. No teaching provided.

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20
Q

Burden of charity

A

Our society feels it is our duty to take care of those who are not able to take care of themselves. No teaching provided.

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21
Q

Sick people

A

Disables thought of as sick. Doctors tried to cure them by performing brain surgery. No teaching provided.

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22
Q

Subhuman organism

A

People didn’t treat disabled like contributing members of society. No teaching provided.

23
Q

Menace to society

A

People thought the disabled were a danger to society and isolated them. No teaching provided.

24
Q

Results of Willowbrook

A
  1. Changes in laws due to lawsuits brought across the country and enactment of laws at the federal and state level.
  2. Deinstitutionalization and institutional closure.
25
Q

Why community programs are better than institutions. (6 reasons)

A
  1. Smaller living arrangements have fewer people.
  2. Better staff-to-client ratio (more staff attention)
  3. More normalized and better quality of life in the community.
  4. Health improvements
  5. Increased adaptive behaviors.
  6. Less costly
26
Q

Advantages of tokens

A
  1. Can be given immediately after desirable bx.
  2. Individual can see progress in a tangible form.
  3. Can vary amount of reinforcement depending on the nature of the response.
  4. Tokens can teach simple math skills.
  5. Tokens can help teach self-management skills.
27
Q

Disadvantages of tokens

A
  1. Cumbersome
  2. Time and effort in handling may distract from learning or teaching.
  3. Natural environment may not provide tokens.
  4. Stimulus control (act diff when know no tokens)
  5. Unauthorized acquisition (add tokens themselves)
28
Q

Token

A

conditioned reinforcer

29
Q

Target behavior

A

behavior that has been selected to increase or decrease

30
Q

Backup reinforcers

A

reinforcers for which we exchange tokens

31
Q

Token economy

A

program in which an individual or group of individuals can earn tokens for a variety of desirable behaviors and can exchange tokens earned for backup reinforcers

32
Q

An acceptable treatment and learning environment (10 components)
EFRRSSCCRC

A

(1) promotes engagement, (2) teaches and maintains functional skills, (3)Reduces behavior problems, (4) Is the least restrictive and intrusive environment that promotes success, (5) Is a stable and predictable environment, (6) Is a physically and emotionally safe environment (7) Is an environment in which the individual chooses to be, (8) Offers choices (9) Promotes relationship development (10) Promotes community integration

33
Q

Components of the Teaching Family Model

FRTMSOOO

A
  1. Family-style living arrangement
  2. Relationship development
  3. Teaching (structured and incidental)
  4. Motivational systems
  5. Self-government
  6. On-going staff instruction
  7. On-going staff consultation
  8. On-going staff and program evaluation
34
Q

Components of Self-government

A

Fair procedure- youth want to be part of program(ex. New person chooses dinner each night)
Participant involvement and ownership- involve youth in making rules, deciding on consequences, and decision making regarding activities
Participants learn to take responsibility for own actions

35
Q

Components of Motivational systems

A
  • Token economy initially

- Fade to social attention and reinforcement

36
Q

Components of On-going staff instruction

A
  • Pre-service workshops

- On-going workshops to provide info

37
Q

Components of On-going staff consultation

A
  • In-home consultation

- Observe staff as they carry out their job responsibilities

38
Q

Components of On-going staff and Program evaluation

A
  • Formal evaluations for staff, home, and program

- Consumer evaluations

39
Q

First 6 components of Token Reinforcement program

TBBFED

A
  1. TARGET behaviors
  2. BASELINE data
  3. Methods for selecting BACK-UP reinforcers
  4. Selecting the FORM of tokens (abstract/concrete)
  5. Methods of EXCHANGING tokens for back-up reinforcers
  6. DELAY in exchanging tokens for back-up reinforcers
40
Q

Last 5 components of Token Reinforcement program

DVCAF

A
  1. Methods for DELIVERING tokens
  2. Considerations for assigning token VALUE to jobs or behaviors
  3. Considerations for determining the token COST of back-up reinforcers
  4. Most APPROPRIATED method to decrease inappropriate bx: RESPONSE COST
  5. Methods for FADING
41
Q

Most appropriate method to decrease inappropriate behavior if using token economy.

A

RESPONSE COST

42
Q

How should tokens be delivered? (4)

A
  1. Positive manner
  2. Immediately after bx
  3. In front of others
  4. Describe why they are getting their tokens
43
Q

Why is baseline data important?

A
  • to show improvement of token economy

- to see if token economy is needed

44
Q

Methods for selecting back-up reinforcers

A

Preference assessment, Premack theory, Reinforcer sampling, ask them, show them a list of items

45
Q

Preference assessment

A

offer each participant choices

46
Q

Premack theory

A

observe people during their free time to find what they like

47
Q

Reinforcer sampling

A

expose each person to various items and activities; given free at first, then used as back-up reinforcement

48
Q

Variables important for assigning token values to target bx

A

Difficulty of bx
Desirability of bx- less desirable=more tokens given
Therapeutic value-if bx is important to learn, more tokens given

49
Q

Variables important for token cost of back-up reinforcers

A

Supply and demand
Cost in natural environment
Value of item to person
Therapeutic value to person (costs less b/c you want them to access)

50
Q

What is a fair democratic procedure that could be used with clients to encourage their participation in a token economy?

A

self-government

variation of family conference in teaching family model

51
Q

Variables in a therapeutic time out

A
  • Contingent on pre-specified bx and part of a comprehensive tx plan.
  • In an unlocked room.
  • Under constant visual supervision of staff.
  • Time limited
  • Staff must keep a record of the use of time out.
  • Staff must get HRC approval.
52
Q

Why is it important to understand how we view people with intellectual disabilities?

A

How we treat people is affected by our views of them. If we view them as capable of learning, we can provide them with learning and support.

53
Q

What are the two types of teaching?

A

structured and incidental

54
Q

What are the two forms of tokens?

A

abstract and concrete

ABSC 304 (5 decks)

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