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ABA Basics 1 Final Exam > Final Exam COPY > Flashcards

Final Exam COPY Flashcards

1
Q

a verbal statement summarizing the results of an experiment (or group of experiments) that describes the occurrence of the phenomena under study as a function of the operation of one or more specified and controlled variables in the experiment in which a specific change in one event (the dependent variable) can be produced by manipulating another event (independent variable) and that change in the dependent variable was unlikely the result from other factors (confounding behaviors)

A

Functional Relation

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2
Q

a presumed but unobserved process or entity (Freud’s id, ego, and superego)
ex. explaining someones behavior by saying the person must be feeling self conscious therefore they acted as they did.
We cannot see of measure this thought process

A

Hypothetical construct

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3
Q

the idea that inner thoughts and feelings are what cause behaviors

A

Mentalism

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4
Q

that portion of an organisms interaction with its environment that involves movement of some part of the organism

A

Behavior

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5
Q 
Applied
Behavioral
Analytic
Technological
Effective
Generality
Conceptually systematic
A

7 dimensions of ABA

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6
Q

a basic principle of behavior describing a response-consequence functional relation in which a response is followed immediately by a stimulus change that results in similar responses occurring more often

A

Reinforcement

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7
Q

a response followed immediately by the presentation of a stimulus change that results in similar responses occurring more often

A

Positive reinforcement

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8
Q

the occurrence of a response is followed immediately by the termination, reduction, postponement or avoidance of the stimulus, which leads to an increase in the future occurrence of similar responses.

A

Negative reinforcement

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9
Q

all of a person’s learning experiences and more specifically to past conditioning with respect to particular response classes or aspects of a persons repertoire. People will react differently to different stimulus because of these past experiences

A

History of reinforcement

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10
Q

the conglomerate of real circumstances in which the organism or referenced part of the organism exists; behavior cannot occur in the absence of this

A

Environment

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11
Q

a highly preferred activity is used as a reinforcer for a behavior that is not very preferred. Ex. first, then. Fist shape sorter then puzzle.

A

Premack principle

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12
Q

Description
Prediction
Control

A

Three methods of science

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13
Q

the response terminates (produces escape) from ongoing stimulus

A

Escape

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14
Q

a response prevents or postpones the presentation of a stimulus

A

Avoidance

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15
Q

the science in which tactics derived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for the behavior.

A

ABA

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16
Q

the measured behavior in an experiment to determine if it changes as a result of manipulations of the independent variable; in ABA it represents some measure of a socially signifiant behavior.

A

Dependent Variable

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17
Q

the variable that is systematically manipulated by the researcher in an experiment to see whether changes in the independent variable produce reliable changes in the dependent variable. In ABA it is usually an environmental event of condition antecedent or consequence to the dependent variable.

A

independent variable

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18
Q

a stimulus change that functions as a reinforcer because of prior pairing with one or more other reinforcers.

A

Secondary reinforcer or conditioned reinforcer

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19
Q

a previously neutral stimulus change that functions as a punisher because of prior pairings with one or more other punisher

A

Secondary Punisher or conditioned punisher

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20
Q

a stimulus change that increases the frequency of any behavior that immediately precedes it irrespective of the organisms learning history with the stimulus. A product of the evolutionary development of the species.

A

Primary reinforcer or unconditioned reinforcer

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21
Q

a stimulus change that decreases the frequency of any behavior that immediately precedes it irrespective of the organisms learning history with that stimulus. Products of the evolutionary development of the species meaning that all members of the species are more or less susceptible to punishment by the presentation of unconditioned punishers.

A

primary punisher or unconditioned punisher

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22
Q

defines instances of the target response class by the shape or form of the behavior. What is the form of the behavior? what does it look like?

A

Topography

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23
Q

designates responses as members of the targeted response class solely in terms of their common effect on the environment. (attention seeking behavior) what is the function of the behavior?

A

Function based definition

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24
Q

the force or intensity with which a response is emitted; provides important quantitative parameters used in defining and verifying the occurrence of some response classes.

A

Magnitude

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25
Q

how often a behavior occurs. some behavior analysts use frequency to mean rate ( a ratio of responses per standard unit of time) other use frequency as a synonym for count.

A

Frequency

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26
Q

the total time that the behavior occurs. measured by elapsed time from the onset of a response to its end point

A

Duration

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27
Q

a measure of temporal locus. the elapsed time from the onset of a stimulus (task, direction, cue) to the initiation of the response.

A

Latency

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28
Q

a measure of temporal locus. defined as the elapsed time between two successive responses. ex. time that passes after one tantrum ends and the next one begins.

A

Interresponse time (IRT)

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29
Q

a fundamental measure of how often behavior occurs expressed as count per standard unit of time. ( per min, hour,day) and calculated by dividing the number of responses recorded by the number of standards units of time in which the observations were conducted.

A

Rate

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30
Q

a measurement method on which the presence or absence of behavior is recorded at precisely specified time intervals

A

Momentary time sampling

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31
Q

a time sampling method for measuring behavior in which the observation period is divided into a series of brief time intervals (typically 5 to 15 seconds). At the end of each interval, the observer records whether the target behavior occurred throughout the entire interval; tends to underestimate the overall percentage of the observation period in which the target behavior actually occurred.

A

Whole interval recording

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32
Q

a time sampling method for measuring behavior in which the observation period if divided into a series of brief time intervals, typically 5-10 seconds. The observed then records whether the behavior occurred at any time during the interval. It is not concerned with how many times the behavior occurred during the interval or how long the behavior was present. only that it occurred at some point during the interval. Tends to be an overestimate of the proportion of how much the behavior occurred.

A

Partial interval recording

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33
Q

effects of an observation and measurement procedure on the behavior being measured. This is most likely to happen when the measurement procedures are obtrusive, especially if the person being observed is aware of the observers presence and purpose.

A

Reactivity

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34
Q

the response class selected for intervention; can be defined either functionally or topographically. Must be functional. EX. Losing weight is not a behavior but deceasing food intake or increasing exercise is and can be measured.

A

Target behavior

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35
Q

a complete definition of the target behavior discriminates between what is and what is not an instance of the target behavior.
Should be objective time and referring only to observable characteristics of the behavior and the environment.
-a good definition is operational
-a good definition increases the likelihood of an accurate and believable evaluation of a programs effectiveness.

A

How to write a target behavior

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36
Q 
Determinism
Empiricism
Extermination 
Replication 
Parsimony
Philosophical Douby
A

Attitudes of Science

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37
Q

The idea that events happened because of other events. There are reasons why things happen. ex.someone crashing their car because they were texting

A

Determinism

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38
Q

the researcher must be objective during their observation and measurements of what they are studying. They do not let their personal beliefs and opinions influence their thinking. ex. a scientist putting aside their political views while working on creating a vaccine

A

Empiricism

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39
Q

the dependent variable and independent variable are measured in a controlled way

A

Experimentation

40
Q

the repeating of experiments. Through this process scientists can determine the reliability of their findings.

A

Replication

41
Q

when a researcher eliminates the simplest explanations for why something is happening and are then able to study or consider the more complex possibilities. ex. child is throwing at school and teacher says it is because they are frustrated. The reacher eliminates this idea and makes observations to determine if something is occurring before or after the act of throwing to reinforce this behavior.

A

Parsimony

42
Q

an attitude that the truthfulness and validity of all scientific theory and knowledge should be continually questioned.

A

Philosophical doubt

43
Q

the response component of a reflex; behavior that is elicited or induced, by antecedent stimuli

A

Respondent behavior

44
Q

a stimulus response relation consisting of an antecedent stimulus and the respondent behavior it elicits (ex. bright light-pupil contraction). unconditioned and conditioned reflexes protect against harmful stimuli, help regulate the internal balance and economy of the organism and promote reproduction.

A

Reflex

45
Q

behavior that is selected, maintained, and brought under stimulus control as a function of its consequences. each person’s repertoire of these behaviors is a product of history of interactions with the environment.

A

Operant behavior

46
Q

respondent behavior is elicited

A

Elicit

47
Q

operant behavior is evoked

A

Evoke

48
Q

a decrease in the frequency of operant behavior presumed to be the result of continued contact with or consumption of a reinforcer that has followed the behavior; also refers to reducing effectiveness of a reinforcer (ex. presenting a person with copious amounts of a reinforcing stimulus prior to a session)

A

Satiation

49
Q

the state of and organism with respect to how much time has elapsed since it has consumed or contacted a particular type of reinforcer; also refers to a procedure for increasing the effectiveness of a reinforcer (ex. withholding a person’s access to a reinforcer for a specified period prior to session.)

A

Deprivation

50
Q

a basic principle of behavior describing a response-consequence functional relation in which a response is followed immediately by a stimulus change that decreases the future occurrences of that type of behavior

A

Punishment

51
Q

a response followed immediately by the presentation of a stimulus that decreases the future frequency of the behavior

A

Positive punishment

52
Q

a response behavior followed immediately by removal of a stimulus (or a decrease in the intensity of the stimulus) that results in similar responses occurring less often.

A

Negative Punishment

53
Q

Basic unit of analysis in the analysis operant behavior; encompasses the temporal and possibly dependent relations among an Antecedent Stimulus- Behavior- and Consequence

A

Three term contingency

54
Q

an environmental condition or stimulus change existing or occurring prior to the behavior of interest

A

Antecedent Stimulus

55
Q

a stimulus change that follows a behavior of interest. Some consequences, especially those that a re immediate and relevant to current motivational states, have significant influence on future behavior, others have little effect.

A

Consequence

56
Q

a natural science approach to the study of behavior as a subject matter in its own right founded by B.F skinner. Methodological features include rate of response as a basic dependent variable, repeated continuous measurement of clearly defined response classes, within subject experimental comparisons instead of group design, visual analysis of graphed data instead of statistical inference, and an emphasis on describing functional relations between behavior and controlling variables in the environment over formal theory testing.

A

Experimental Analysis of Behavior

57
Q

The philosophy of a science of behavior; there are various forms of behaviorism. Radical, mentalism and methodological

A

Behaviorism

58
Q

Applied
Behavioral
Analytic

A

Defining characteristics of ABA

59
Q

refers to working on behaviors that will help the client in their day to day life. Ex woking on language skills or activities of daily life

A

Applied

60
Q

the specific behavior in need of improvement. This behavior must be able to be measured as well as studied through direct observation. Must study not only the participants behavior change but the researchers behavior change as well.

A

Behavioral

61
Q

the researcher must be able to have experimental control as well as be able to show a functional relation between the dependent and the independent variables.

A

Analytic

62
Q

a behavioral effect associated with abrupt increases in ratio requirements when moving from a denser to thinner reinforcement schedules; common effects include avoidance, aggression, and unpredictable pauses or cessation responding.

A

Ratio strain

63
Q

a schedule of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced ex. first response following the passage of 3 mins is reinforced)

A

Fixed interval (FI)

64
Q

a schedule of reinforcement requiring a fixed number of responses for reinforcement (ex. reinforcement follows every 4th response)

A

Fixed Ratio (FR)

65
Q

a schedule of reinforcement that provides reinforcement for the first correct response following the elapse of different durations of time occurring in a random of unpredicted order. The mean duration of the intervals is used to describe the schedule (ex. reinforcement is delivered for the first response following an average of 10 mins since the last reinforced response but the time that elapses following the last reinforced response might range from 30 seconds or less to 25 mins or more)

A

Variable interval (VI)

66
Q

a schedule of reinforcement requiring a varying number of responses for reinforcement. The number of responses required varies around a random number; the mean number of responses is required for reinforcement is used to describe the schedule. ex. an average of 10 responses must be emitted for the reinforcement, but the number of responses required following the last reinforced response might range from 1 min to 30 or more

A

Variable ratio (VR)

67
Q

a contingency of reinforcement in which some, but not all, occurrences of the behavior produce reinforcement. Should move to this once a behavior is learned

A

Intermittent schedule of reinforcement

68
Q

a schedule of reinforcement that provided reinforcement for each occurrence of the target behavior. Should be used when a client is first learning a behavior.

A

Continuous reinforcement

69
Q

after the first response little hesitation between response, post reinforcement pause occurs. High rates of responding occur

A

Effects of Fixed ratio

70
Q

initial slow responding but accelerating rates as the time to the reinforcer gets closer. Post reinforcement pause occurs. slow to moderate response rate. (scallop) no responses often occur right after reinforcement

A

Effects of Fixed interval s

71
Q

consistent, steady effects, high rates or responding occur. No post reinforcement pause.

A

Variable ratio effects

72
Q

constant stead response rate. Low to moderate response rate, not post reinforcement pause

A

Variable interval effects

73
Q

a variety of direct, empirical methods for presenting one or more stimuli contingent on a a target response and measuring their effectiveness as reinforcers. Directly tests potential reinforcers from preference assessment by presenting them after a behavior and then measuring the effects they have.

A

Reinforcer assessment

74
Q

when the stimuli that are likely to be highly preferred and act as reinforcers are identified

A

Preference assessment

75
Q

the client is offered one stimulus at a time and their reaction to this stimulus is recorded.

A

Single stimulus preference assessment

76
Q

two stimuli are presented to the child and the one they choose is recorded. When presenting the stimuli, they are randomly paired.

A

Paired stimulus preference assessment

77
Q

stimuli are presented for the child to pick from. The ones they choose to play with or interact with are recorded. The two types of multiple stimuli preference assessment are multiple stimuli with replacement and multiple stimuli without replacement. Multiple stimuli without replacement means that once the child chooses an item it is then taken out of the choices of stimuli before the next trials begins with one less stimulus. Multiple stimuli with replacement it when the chosen stimuli remain a choice and the other items that were not chosen are replaced by new stimuli before the next trial starts.

A

Multiple stimulus preference assessment

78
Q

Operant conditioning

A

Consequences (stimulus changes immediately following the response) result in an increased (reinforcement) or decrease (punishment) frequency of the same type of behavior under similar motivation and environmental conditions in the future.

79
Q

Respondent Conditioning

A

a stimulus-stimulus pairing process in which a neutral stimulus is presented with an unconditioned stimulus until the neutral stimulus becomes a conditioned stimulus that elicits the conditioned response.

80
Q

Disadvantages of negative reinforcement

A
  • requires you to make the environment aversive

- if used too much it may make the person implementing it aversive

81
Q

Positive punishment procedures

A
  • response blocking
  • reprimand
  • response interruption and redirection
  • contingent exercise
  • over correction
  • positive practice over correction
  • restitutional overcorrection
82
Q

response blocking

A

physically intervening as soon as the person begins to emit the problem behavior

83
Q

Response interruption and redirection

A

variation of response blocking that includes interrupting stereotypic behavior at its onset and redirecting the individual to complete hight-probability behaviors instead

84
Q

Contingent exercise

A

client is required to perform a response that is not topographically related to the problem behavior

85
Q

Overcorrection

A

contingent on the occurrence of the target behavior, the learner is required to engage in effortful behavior that is directly or logically related to the problem behavior

86
Q

restitution overcorrection

A

the learner is required to repair the damage causes by the problem behavior by returning the environment to its original state and then engage in additional behavior that bring the environment to a condition better than it was prior to the misbehavior

87
Q

positive practice overcorrection

A

requires the person to engage in an appropriate alternative behavior

88
Q

immediate response contingent withdrawal of the opportunity to earn positive reinforcers or the immediate loss of access to positive reinforcements for a specified time

A

Time out from positive reinforcement

89
Q

the participant remains physically within the time in setting, but elements of that setting are changed so that the opportunity to earn reinforcers is removed, a specific reinforcer is terminated, repositioning occurs so that observations of activities continue but without reinforcement or the individual is removed to a different space within the time in setting

A

non-exlclusion time out

90
Q

occurrence of the target behavior immediately stops an activity or sensory reinforcer

A

terminate specific reinforcer

91
Q

the person is repositioned within an existing time in setting such that they can observe ongoing actives, but access to reinforcers is lost

A

contingent observation

92
Q

student remains in time in setting but his view within the setting is restricted by a panel or cubical, or a select space is arranged to serve as the time out area

A

partitioned or select space time out

93
Q

the physical separation of the participant from the time in environment when time out goes into effect

A

Exclusion time out

94
Q

participant removed from time in setting

A

time out room, hallway time out

95
Q

time in setting removed from participant

A

contingent on the occurrence of the target behavior, the time in setting is removed from the participant ex. error response causes screen on computer learning game to go dark for several seconds and lose access to activity/reinforcer

ABA Basics 1 Final Exam (2 decks)

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